Open AccessModel Essay as a Feedback Tool in Task 2 of the IELTS Writing Exam Instruction for Slovene Students
Author(s) -
Nina Bostič Bishop
Publication year - 2011
Publication title -
elope
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.182
H-Index - 1
eISSN - 2386-0316
pISSN - 1581-8918
DOI - 10.4312/elope.8.1.91-105
Subject(s) - task (project management) , computer science , context (archaeology) , quality (philosophy) , mathematics education , psychology , linguistics , engineering , history , philosophy , systems engineering , archaeology , epistemology
The paper discusses using a model essay as a feedback tool when teaching EFL writing to Slovene EFL students in the context of Task 2 of the IELTS Writing exam. In the present study, four IELTS students of two different levels were asked to write a response to a Task 2 IELTS Writing Exam question and compare it to a native speaker or a native speaker-like model essay by means of note-taking. The notes were then analyzed, and the findings offer an insight into what aspects of the English language Slovene students noticed and how frequently they noticed individual language items. An analysis of the differences and similarities in the quality and quantity of noticing depending on the students’ level is also provided. A comparison with a Japanese study made by Abe in 2008 has been done. Finally, recommendations for future research are made