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Arab World English Journal (AWEJ) Volume 16. Number 4, December 2025 Pp. 454-478
Faculty of Educational Sciences & Technology, University of Technology Malaysia (UTM),
Malaysia
School of Foundation Studies, Bahrain Polytechnic, Bahrain
Faculty of Educational Sciences & Technology, University of Technology Malaysia (UTM),
Malaysia
This mixed-methods study aimed to investigate the optimal timing for model-text-based written corrective feedback by examining Bahraini university second language learners’ perceptions in large-class settings. The primary research question focused on whether students find model texts more practical and effective when received before or after writing. Addressing this is significant for developing scalable feedback solutions in massified higher education contexts, such as those in the Gulf region, where traditional WCF is often logistically impractical. Sixty students were divided into an experimental group, which received model texts after writing, and a control group, which received them before. Data from a perception questionnaire and reflective notes were analyzed. Results indicated that the experimental group perceived post-task models as significantly more useful, relevant, noticeable, and practical than the control group, with large effect sizes. Qualitative analysis revealed that receiving models after writing enhanced metacognitive awareness, allowing students to identify specific gaps in their own writing and fostering a sense of ownership. The study concludes that post-task model-text written corrective feedback is a highly effective and practical feedback strategy in large-class contexts. Therefore, it is recommended that second language writing instructors and curriculum designers strategically implement model texts as a post-writing feedback tool to foster learner autonomy and address the feedback gap in large classes.
Sh. Husain, H., & Mat Said, S. (2025). Model-Text Feedback in Large L2 Classes: Student Perceptions from a Bahraini Mixed-Methods Study. Arab World English Journal, 16(4):454-478.
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Hasan Shaikh Husain, Senior Lecturer at Bahrain Polytechnic, has 24+ years of English teaching experience, specializing in ESP. He holds an MBA (2014), BA (2000), and a Postgraduate Diploma in English (2008). His research focuses on English learning, linguistics, and communication skills, integrating innovative teaching methodologies. ORCID: https://orcid.org/0009-0008-2790-1120
Dr. Seriaznita Mat Said, Associate Professor at Universiti Teknologi Malaysia, specializes in TESL, ESP, and discourse analysis. With 20 years of experience, she leads a research group, publishes widely, advises academic programs, and engages in community service focused on English language acquisition and assessment. ORCID: https://orcid.org/0000-0003-3884-851X