Using Models in Writing Instruction: A Comparison With Native and Nonnative Speakers of English

Abstract

Models are commonly employed in both first (L1) and second language (L2) writing classrooms; however, questions remain concerning the role of this inductive technique in students’ genre learning. The study reported here examines the effect of two instructional techniques (models and models combined with explicit instruction) on the ability of three groups of writers (native speakers of English, higher proficiency nonnative speakers, and lower proficiency nonnative speakers) to produce a specially constructed essay type. Using a controlled/posttest design with stimulated recall data, the study found that those students receiving models were outperformed on Essay 1, Essay 2 (1 week later), and a Quiz (1 month later) by those students who received models in combination with explicit instruction. Implications for L2 writing instruction are discussed.