Using model essays in conjunction with noticing as a feedback instrument in IELTS writing preparation

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.

KEYWORDS:

• Noticing hypothesis
• Model essays
• Second language writing
• IELTSwriting test
• Task 2

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data is available by contacting the corresponding author at [email protected].

Acknowledgments

We would like to thank Head Editors Hayo Reinders and Terry Lamb and the reviewers of the Innovation in Language Learning and Teaching for their suggestions and guidance; Saqib Sohail for his contributions as a statistical analyst; Mr. Neil for his editing suggestions; Katherine Kurowski for her feedback on the APA references; and Vice Director Trinh Thai Van Phuc, staff, and student participants at the Creative Language Center for helping to conduct the experiment.

Additional information

Funding

This paper was funded by Ton Duc Thang University (TDTU), Ho Chi Minh City, Vietnam. Questions regarding this research can be sent to Dr. John R. Baker, Ton Duc Thang University, 19 Nguyen Huu Tho St, Tan Phong Ward, Dist. 7, Ho Chi Minh City, Vietnam. Email: [email protected].

Notes on contributors

L.T.C. Tieu

Linh T.C. Tieu's research interests focus on second language writing and speaking, curriculum development and design, and approaches to integrate these to facilitate second language learning.

John R. Baker

John R. Baker’s research interests include second language writing and reading, self-access and writing center administration, various literature interests, and how these come together in an interdisciplinary nature. Correspondence regarding this article can be sent to the Faculty of Foreign Languages, Ton Duc Thang University, 19 Nguyen Huu Tho, Tan Phong Ward, District 7, Ho Chi Minh City, Vietnam.