The language learning potential of models, a form of written feedback consisting of native-like texts that students compare with their original composition, has been under-represented in studies on EFL child SLA. In particular, there is a need to gather data from larger samples of participants and to use delayed post-tests to assess whether potential positive effects of models are sustained over time. The aim of the present study is to analyze what EFL primary school children notice and incorporate during a four-stage collaborative writing task. The participants in the study were 38 11-12-year-old children divided into a treatment group (TG, n = 18), which received a model, and a control group (CG, n = 20), which self-edited their texts. The children’s pair talk was analyzed for evidence of any content and linguistic problems they noticed during the composition or comparison stages. The findings show that children in the TG noticed significantly more lexical and content-related features at the comparison stage. Moreover, the TG incorporated significantly more mechanics- and discourse-related features than the CG into the rewriting stage, and also a significantly higher number of formal and discursive aspects into the post-test. Our findings point to the apparent benefits of models with this population.

在EFL儿童SLA的研究中，模型的语言学习潜力是一种书面反馈形式，其中包括学生将其与原始构成进行比较的类似本地文本的书面反馈形式。特别是，需要从较大的参与者样本中收集数据，并使用延迟的后测来评估模型的潜在积极效果是否会随着时间的流逝而持续。本研究的目的是分析EFL小学儿童在四个阶段的协作写作任务中应注意和纳入的内容。该研究的参与者是38位11-12岁的儿童，分为接受模型的治疗组（TG，n = 18）和进行自我编辑的对照组（CG，n = 20）。文本。分析了孩子们的成对谈话，以寻找他们在写作或比较阶段发现的任何内容和语言问题的证据。研究结果表明，在比较阶段，TG的儿童注意到了更多的词汇和与内容相关的功能。此外，在重写阶段，与CG相比，TG包含了更多的与机械和话语相关的功能，并且在后测中包含了更多的形式和话语方面。我们的研究结果表明，使用此人口模型具有明显的好处。TG在重写阶段将比CG包含更多的与机械和话语相关的功能，并且在后测中包含了更多的形式和话语方面。我们的研究结果表明，使用此人口模型具有明显的好处。TG在重写阶段将比CG包含更多的与机械和话语相关的功能，并且在后测中包含了更多的形式和话语方面。我们的研究结果表明，使用此人口模型具有明显的好处。