The role of working memory in the effects of models as a written corrective strategy

Abstract Several studies have evaluated the use of sample texts as models, against which second language (L2) learners can compare their original writing, as a written corrective feedback (WCF) strategy. This study contributes to this literature by investigating whether L2 learners’ working memory capacity, which is posited to play a crucial role in L2 learning, moderates the effects of models in WCF. Sixty-seven L2 college students were assigned to either a model group or a control group. Students in both groups individually engaged in a three-stage writing task (i.e., writing-comparing-rewriting), but only students in the model group received model essays during the comparison stage. Two weeks later, all participants were asked to repeat the same writing task, to investigate the long-term effects of models as well as to perform two working memory tasks: a complex working memory task (a reading span test) and a phonological short-term memory task (a non-word repetition test). Results showed that the model group learners made significant improvements in their writing, and maintained those positive effects after two weeks. In addition, complex working memory and phonological short-term memory were found to be significant predictors of the extent to which L2 learners benefitted from the use of models.