Improving reference cohesion in young EFL learners’ collaboratively written narratives: Is there a role for reformulation?

Coyle, Yvette; Mora, Pedro Antonio Férez; Becerra, Juan Solís

doi:10.1016/j.system.2020.102333

Cited by 7 publications

(10 citation statements)

References 32 publications

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“…Nowadays, there is a growing body of research arguing that writing and written corrective feedback are relevant and can assist L2 learning (Hernandez, 2017). The L2 learning potential of written corrective feedback is affected by the following three factors: (1) the type of the feedback; (2) the length and timing of the technique, and (3) the modality of the feedback (individual or collaborative) (Coyle et al, 2020).…”

Section: Reformulation and Writing Developmentmentioning

confidence: 99%

“…7) Being specifically tailor-made to learners' own writing, reformulation "will process the feedback more deeply, actively seeking out solutions to incorrect language use or focusing on better alternatives included in the reformulated text" (Coyle et al, 2020, p. 2).…”

Section: Justification For Reformulationmentioning

confidence: 99%

“…Findings have suggested a positive role for collaborative feedback in L2 writing (Coyle et al, 2020). Collaborative feedback between instructors and students brings about effective teaching and learning (Wang, 2020).…”

Section: Collaborative Feedbackmentioning

confidence: 99%

“…The effect of reformulation on the use of reference cohesion in young EFL learners' collaboratively written narratives was investigated by Coyle et al (2020). The study was conducted with 11-to-12-year-old low proficiency pairs who were divided into two groups: a reformulation and a control group.…”

Section: Previous Studiesmentioning

confidence: 99%

“…In addition, collaborative feedback helps students negotiate the problems, which in turn aids them in becoming highly skilled in L2 writing (Barnavi, 2010). As Coyle et al (2020) argues "joint deliberation on language use can alleviate the complex cognitive demands involved in responding to feedback. "…”

Section: Introductionmentioning

confidence: 99%

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Online Reformulation and Collaborative Feedback: Its Effect on EFL Learners’ Writing Performance during the COVID-19 Pandemic

Davari

2022

IJREE

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The present study examined the effect of the online reformulation and collaborative feedback on Iranian learners' writing in an English as a foreign language (EFL) context. To this end, three female intact classes (N = 55) at the upper-intermediate level were selected. Two of these classes were thence randomly selected as the experimental groups (1 & 2) and the other one as the control group. Experimental group 1 was provided with online writing feedback in the form of reformulation.Experimental group 2 received online feedback through reformulation followed by general online sessions with the participants for extra individual guidance, i.e., online collaborative feedback in the form of post-writing conferences. The control group experienced the same amount of online writing instruction. They were, however, provided feedback conventionally without reformulation tasks and collaborative feedback. To measure writing proficiency, IELTS task 2 was administered as the pretreatment and the post-treatment test. One-way ANOVA and Post-hoc Tukey Test were used to compare the mean score of the composition tests between groups. The significant effect of online reformulation and collaborative feedback on writing was confirmed. This study has pedagogical implications for EFL English teachers and stakeholders in providing feedback on EFL learners' writings.

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Section: Reformulation and Writing Developmentmentioning

confidence: 99%

Section: Justification For Reformulationmentioning

confidence: 99%