Model-based feedback in digital writing: effects on young EFL learners’ writing processes and text features
Raquel Criado Sánchez; Aitor Garcés-Manzanera; Rosa M. Manchón · 2026 · Asian-Pacific Journal of Second and Foreign Language Education
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
Abstract This study examined the effects of model texts on the writing processes and written products of young English as a Foreign Language (EFL) learners in a digital environment. Writing processes were operationalized in terms of noticing and pausing behavior, while text features were evaluated using a five-point holistic rubric. Eighteen fifth-grade Spanish learners participated in a three-stage writing procedure: (i) an initial writing task (tracked with Inputlog); (ii) a noticing stage, where one group compared their texts to a model while a second group engaged in self-editing without m
Abstract by Raquel Criado Sánchez; Aitor Garcés-Manzanera; Rosa M. Manchón, Asian-Pacific Journal of Second and Foreign Language Education (2026) — licensed CC BY 4.0.
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Metadata source: OpenAlex · DOI 10.1186/s40862-026-00390-z