This study investigated how model texts promote noticing in Korean English as a Foreign Language (EFL) learners' writing through a three-stage writing task incorporating specific grammatical structures (second conditional and perfect modals). Forty-three Korean nursing major students were divided into treatment (n=22) and control (n=21) groups. Both groups completed: (Stage 1) original composition with note-taking of problematic features noticed (PFNs), (Stage 2) revision with or without a native-speaker model text while noting features noticed (FNs), and (Stage 3) subsequent writing. Data were analyzed by categorizing PFNs and FNs into five categories: lexis, spelling, grammar, ideas and expressions, and other. Features were further classified as overt (articulated in writing) or covert (avoided through total avoidance, partial avoidance, or paraphrase). Results showed that during initial composition, both groups' PFNs concentrated in lexical (36-37%), grammatical (23-25%), and ideas/expression (24-27%) categories—notably higher grammatical and ideas/expression percentages than previous studies. The treatment group exposed to the model text showed a marked shift in noticing patterns: ideas and expressions became the most noticed category (38%) during comparison, while lexical noticing decreased from 37% to 24%. Approximately 65% of PFNs were overt and 35% covert. The model text provided solutions to only 21% of overt and 27% of covert problems, suggesting its primary value lies in enriching expression rather than error correction. These findings indicate that model texts effectively promote noticing of ideas and expressions beyond learners' current interlanguage, supporting autonomous learning in large EFL classroom contexts. However, generalizability is limited by the homogeneous sample of female nursing students.
1. Introduction
2. Literature Review
3. Methodology
4. Data Analysis
5. Result
6. Discussion
7. Conclusions
References
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