Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives

This study was motivated by Truscott’s (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners’ purposeful avoidance of making mistakes composing shorter texts at a higher speed. It examined the writing produced eighteen 10-11-year-old L2 English children digital environment. They were divided into (N = 10) and self-correction group 8). Both groups engaged three-stage task: writing, comparison their with model or self-editing as appropriate, rewriting. Fluency analyzed via five product/offline process/online measures. The behaviors recorded Inputlog 8.0. results partially support claims. improved all ten However, showed than seven measures, corresponding Hedge’s effect sizes between ranging from small large. enlightens our knowledge young supports adopting multidimensional approach understand complex multi-faceted nature mediated WCF processing.