Comparing native models and peer feedback in promoting noticing through written output

Abstract

This study explores the effect of written output followed by two types of feedback tools (native models vs. peer feedback) on fostering noticing among 65 Iranian EFL learners at the intermediate level. At the first stage, the participants were asked to narrate a story in written form. Then the participants of the native model group compared their texts with native models and the participants of the peer feedback group collaborated with their peers to provide feedback on each other's linguistic problems. Finally, at the third stage, the participants of both groups renarrated the story after a week's interval. While completing the task at the first and second stages, the participants were urged to jot their linguistic problems down and their notes were considered as the operationalized form of noticing. The results revealed that the participants in both groups noticed approximately the same linguistic problems. However, the native model group outperformed the peer feedback group in filling their linguistic holes and gaps. Moreover, the effect of native models on the participants' retention and subsequent learning was higher than for the peer feedback group.

Keywords:

• language-related episodes
• native models
• noticing
• output
• peer feedback