Although the utility of model-based feedback is well documented, little is known about which factors modulate its effectiveness. The current study investigated the extent to which learner differences in receptive and productive vocabulary sizes, as well as differences in their language aptitude (measured by the LLAMA test), mediated the effects of using models as a written corrective feedback (WCF) tool. Sixty Korean learners of English (ages 18–21) were divided into an experimental and a control group. They all completed an argumentative writing task. Before revising their texts, the experimental group received model texts to compare their first draft, while the control group self-corrected their errors without a model. Subsequently, all 60 participants took the LLAMA and vocabulary size tests. The model group's revisions showed significant improvements in vocabulary, content, and organization compared to the control group. The results also showed that learners’ receptive and productive vocabulary sizes significantly predicted the effectiveness of model-based feedback.

中文翻译：

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基于模型的二语写作复习反馈：词汇量和语言能力的作用

尽管基于模型的反馈的实用性已有详细记录，但对于哪些因素调节其有效性却知之甚少。当前的研究调查了学习者接受性和生产性词汇量的差异以及语言能力的差异（通过 LLAMA 测试测量）在多大程度上介导了使用模型作为书面纠正反馈 (WCF) 工具的效果。60 名韩国英语学习者（18-21 岁）被分为实验组和对照组。他们都完成了议论文写作任务。在修改文本之前，实验组收到模型文本来比较他们的初稿，而对照组则在没有模型的情况下自我纠正错误。随后，所有 60 名参与者都参加了 LLAMA 和词汇量测试。与对照组相比，模型组的复习在词汇、内容和组织方面都有显着改善。结果还表明，学习者的接受性和生产性词汇量可以显着预测基于模型的反馈的有效性。