Model text as corrective feedback in L2 writing
The Role of Working Memory and Vocabulary Size
Bibliographic Data
| ID | 7802041 |
|---|---|
| Authors | Syed Muhammad Mujtaba (0000-0003-3938-1974, Bahria University), Tiefu Zhang (0000-0002-6184-1204, School of Foreign Languages , University of Electronic Science and Technology of China 12599 , Chengdu , China, corresponding author), Shiman Mao (Faculty of Arts and Social Science , The University of Sydney 4334 , Sydney , Australia), Shiman Shae Mao (The University of Sydney), Nisar Ahmed (0009-0002-9296-8512, 66833 Iqra University , Karachi , Pakistan) |
| Year | 2025 |
| Volume | 63 |
| Issue | 4 |
| Pages | 2409-2440 |
| Publication date | 2025-11-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2023-0242 |
| OpenAlex | W4394618685 |
| Language | EN |
| Citations received | 3 |
| References cited | 100 |
Recent research highlights model texts as a form of written corrective feedback (WCF) for enhancing L2 writing skills. This study, conducted at a South Asian university, assessed the impact of model texts on the argumentative writing skills of 71 undergraduate ESL students. Divided into treatment and control groups, assessments at various stages employed an analytic rubric and CALF metrics (complexity, accuracy, fluency, lexical richness). Additionally, regression analysis was used to gauge the effect of working memory capacity (WMC) and vocabulary size on the success of the method. The findings revealed that the treatment group exhibited significant improvements, particularly in vocabulary use and structural aspects of their writing. Both WMC and vocabulary size were found to influence the efficacy of model texts. This study underscores the potential of model texts in WCF and highlights the role of individual learner attributes in determining its effectiveness
Cognition · Cognitive psychology · Corrective Feedback · Linguistics · Mathematics education · Second language · Second language writing · Vocabulary · Working memory · Computer Science · EFL/ESL Teaching and Learning · Lexicography and Language Studies · Psychology · Second Language Acquisition and Learning
Model texts as a form of feedback in second language writing
The effects of machine translation (MT) use on the writing quality and perceptions of L2 writers across proficiency levels
Exploring EFL learners’ engagement and draft quality in a multi-stage expository writing task using model texts as a feedback facilitator
Processing Instruction
Classroom Writing Assessment and Feedback in L2 School Contexts
SPSS Survival Manual
Assessing the Validity of Lexical Diversity Indices Using Direct Judgements
Attention
Vocabulary size and the skills of listening, reading and writing
Defining and operationalising L2 complexity
The role of individual differences in L2 writing
The episodic buffer
A typology of written corrective feedback types
Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency
The Influence of Planning and Task Type on Second Language Performance
An investigation into current measures of linguistic accuracy in second language writing research
Working memory
Comprehension and Production Processes in Second Language Learning
Syntactic Complexity Measures and their Relationship to L2 Proficiency
Modelling Second Language Performance
The Effects of Repetition on Vocabulary Knowledge
Towards an Organic Approach to Investigating CAF in Instructed SLA
Development of syntactic complexity in Chinese university students’ L2 argumentative writing
L2 writing anxiety, working memory, and task complexity in L2 written performance
Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms
Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance
The effects of working memory and L2 proficiency on L2 writing
Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance
Model texts in collaborative and individual writing among EFL children
The associations between working memory and the effects of multimedia input on L2 vocabulary learning
The role of working memory in the effects of models as a written corrective strategy
A vocabulary-size test of controlled productive ability
Automatic analysis of syntactic complexity in second language writing
Model‐based feedback for L2 writing revision
Exploring the use of models as a written corrective feedback technique among EFL children
The effects of feedback explicitness and type of target structure on accuracy in revision and new pieces of writing
The use of models as a written feedback technique with young EFL learners
Reliability of lexical richness measures based on word lists in short second language productions
Cohesive features in argumentative writing produced by Chinese undergraduates
The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development
Using model texts as a form of feedback in L2 writing
Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings
Effects of text length on lexical diversity measures
Twenty-five years of research on oral and written corrective feedback in System
Models in collaborative writing among CLIL learners of English in primary school
A simple view of linguistic complexity
Focused written corrective feedback and linguistic target mastery
Teacher written corrective feedback
Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom
The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency
The Interplay Between Working Memory and Background Knowledge in L2 Reading Comprehension
Learning Vocabulary Through Assisted Repeated Reading
Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading
Exploring the Relationship Between Language Aptitude, Vocabulary Size, and EFL Graduate Students’ L2 Writing Performance
A Corpus‐Based Evaluation of Syntactic Complexity Measures as Indices of College‐Level ESL Writers' Language Development
A study on the relationship between language aptitude, vocabulary size, working memory, and L2 writing accuracy
The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production
Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
L2 Reading Comprehension and Its Correlates
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |