Innovation in Language Learning

Writing plays a crucial role in language learning. However, the task of writing in a foreign language (FL) can be particularly challenging due to the complexity of the language and the need to master different writing skills (Murtiningsih, 2016). In this context, motivation emerges as a key factor, especially for young learners, who are in the early stages of their education. When children are motivated to write, they are more likely to invest effort and time in their writing tasks, which lead to improved performance and language proficiency (Al Khalil, 2011). Collaborative writing tasks have been recognized as an effective way to enhance (child) FL learners' writing skills by providing them with opportunities to work with their peers, share their ideas and experiences, and receive feedback from their classmates and teachers (Storch, 2019). In recent years, model texts have also emerged as a popular technique for providing feedback and improving writing skills in EFL classrooms. However, the impact of these techniques on learners' performance has mainly focused on the improvement of formal language aspects, failing to consider their effects on task motivation. The aim of this study was to investigate the impact of using model texts as a feedback technique on the motivation and perception of EFL children in writing tasks. Employing a longitudinal design, the researchers divided 30 pairs of EFL children (aged 11-12) into three groups: a treatment group, a long-term treatment group, and a control group. The treatment groups received feedback that incorporated model texts as exemplars of proficient writing, while the control group relied on self-correction. Task motivation was evaluated through self-report questionnaires and focus group interviews, which assessed the children's intrinsic motivation. The results demonstrated a positive response from the children towards model texts, particularly among those who had been exposed to this technique for a longer period. The children’s overall enjoyment, their progress in the writing skills (Luquin & García Mayo, 2023), as well as their enthusiasm for collaborative work, underscore the significance of integrating model texts in the EFL classroom. These findings emphasize the value of collaborative work and suggest that EFL instructors should consider incorporating model texts as motivating classroom tasks.

Keywords: EFL children; longitudinal design; motivation; model texts; collaborative writing

REFERENCES

[1] Al Khalil, M.K. (2011). Second language motivation: Its relationship to noticing, affect, and production in task-based interaction. (Unpublished doctoral dissertation). Georgetown University, USA.

[2] Luquin, M., & García Mayo, M. (2024). A longitudinal study of the effects of model texts on EFL children's written production. System, 120.

[4] Murtiningsih, R. (2016). Collaborative Writing in an EFL Context. Journal of Foreign Language Teaching and Learning, 1(1), 82–90.

[5] Storch, N. (2019). Collaborative writing. Language Teaching, 52, 40–59.