The Continuation Task and the Model-as-Feedback Writing Task in L2 Writing Development: Timing of Model Texts

Abstract This study compares the relative efficacy of the continuation task and the model-as-feedback writing (MAFW) task in EFL writing development. Ninety intermediate-level Chinese EFL learners were randomly assigned to a continuation group, a MAFW group, and a control group, each with 30 learners. A pretest and a posttest were used to gauge L2 writing development. Results showed that the continuation task outperformed the MAFW task not only in enhancing the overall quality of L2 writing, but also in promoting the quality of three components of L2 writing, namely, content, organization, and language. The finding has important implications for L2 writing teaching and learning.