Improving L2 learners’ IELTS task 2 writing: the role of model essays and noticing hypothesis

Abstract Achieving a sufficient IELTS band score for academic purposes has been major goal of many L2 learners around the world, especially those in Asia. However, writing scores were consistently reported to be lowest when compared speaking, reading, and listening. Despite growing body research writing, little focused on role model essays noticing hypotheses. The present study aimed fill this gap by examining whether or not implementation both hypothesis had discernible influence learners’ task 2 writing. To reach goal, quasi-experimental design including pretest posttest was conducted with voluntary participation 52 undergraduates. These participants divided into two groups: control group (CG, n = 25), learning conventional method (peer feedback teacher feedback), experimental (EG, 27), using noticing-model method. Following this, semi-structured interviews performed gain insights quantitative data. results from mixed-methods approach showed that there significant gains overall performance lexical resources subscale EG while no considerable changes observed CG. Additionally, other subscales (task response, grammatical range accuracy, cohesion-coherence) did witness any differences between groups. Several pedagogical implications recommendations future research, Asian context, also discussed.