Using Model Essays in Conjunction with Noticing as a Feedback Instrument in IELTS Writing Preparation

Autor/inn/en	Tieu, L.T.C.; Baker, John R.
Titel	Using Model Essays in Conjunction with Noticing as a Feedback Instrument in IELTS Writing Preparation
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 2, S.380-392 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tieu, L.T.C.) ORCID (Baker, John R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2049799
Schlagwörter	Second Language Learning; Language Tests; English (Second Language); Essays; Feedback (Response); Comparative Analysis; Scoring Rubrics; Undergraduate Students; Writing Evaluation; Peer Evaluation; Foreign Countries; Writing Instruction; Second Language Instruction; Teaching Methods; Revision (Written Composition); Writing Improvement; Writing Strategies; Textbooks; Vietnam; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Scoring formulas; Auswertungsbogen; Ausland; Schreibunterricht; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Schreibtechnik; Textbook; Text book; Schulbuch; Lehrbuch; Language tests; Englisch
Abstract	This study investigated the effects of using IELTS model essays in conjunction with noticing as a feedback instrument on Vietnamese undergraduates' IELTS Task 2 writing performance. To investigate this, a quasi-experimental design was undertaken. The control group used the course textbook and received traditional writing feedback (i.e. direct, indirect, and peer feedback), which they drew on while composing their second drafts. Conversely, the experimental group utilized IELTS model essays in conjunction with noticing as a feedback instrument to compose their second drafts. To compare each group's writing gains, pretest and posttest writing samples were evaluated using the IELTS Task 2 rubric's overall and four subscale band scores. The data were analyzed using inferential statistics (paired-samples t-test, independent-samples t-test). The results indicated that the experimental group significantly outperformed the control group in all areas. As prior research specific to using IELTS model essays in conjunction with noticing as a feedback instrument with IELTS Writing Task 2 in the Vietnamese postsecondary context is noticeably absent, this paper is offered as a starting point for future investigations and discussions. The paper also discusses the topic and results' relevancy to the larger Asian context and poses suggestions for further study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01