The language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

中文翻译：

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在英语作为外语 (EFL) 写作中使用模型作为书面纠正反馈

在英语作为外语 (EFL) 的背景下，写作的语言学习潜力一直是一个研究不足的话题。本研究调查了巴斯克-西班牙语青少年学习者 (n= 60) 在三阶段写作任务（包括输出、比较和延迟修订）中针对视觉刺激撰写作文时的注意事项。本研究还探讨了这种注意和反馈处理如何影响其后续修订。研究结果表明，参与者主要关注词汇问题，尽管他们也关注内容特征。此外，更熟练的学习者和引导学习者注意到更多的特征。对结果的定性分析表明，总体而言，学习者对写作和建模的态度是消极的，但那些有更积极信念的人在随后的修订中纳入了更多的项目。将讨论对研究和教学的一些影响。