impact of models and reformulations on EFL primary school children’s noticing and written output

The present study aims to contribute to the literature about written corrective feedback (WCF) by addressing two under-researched aspects: on the one hand, making a comparison of models and reformulation as to their effect in noticing and incorporation of linguistic features in learners’ revised drafts; on the other hand, exploring the use of these WCF types by a group of 28 primary school learners (11–12 years old) engaged in collaborative writing. Language related episodes occurring during collaborative work and learners’ written output were examined at three different times: (i) before being given any feedback; (ii) immediately after being provided with models or reformulations; and (iii) a month later. Results show few significant differences but clear trends as to the different effect of models and reformulations on learners’ subsequent drafts.