The use of model texts in collaborative writing: L2 learner engagement, text quality, and perceptions

To date, little research has investigated the combined effects of model texts (MT) and collaborative writing (CW) on L2 learner engagement and text quality. The present study aimed to address this gap by examining how the use of MT affected 104 Vietnamese adult EFL learners’ CW of expository paragraphs, particularly engagement, text quality, and their perceptions of MT. The participants were assigned into two conditions (i.e., MT and non-MT) that included both discussion (15 min) and writing (25 min) stages. Results revealed that MT affected learners’ cognitive engagement, as reflected in language-related episodes (LREs) during the discussion stage. MT also improved rubric-based writing quality in terms of content, organization, vocabulary, and overall performance though no significant effects emerged for CAF measures of text quality. Semantically-engaged talk (indicator of cognitive engagement) positively predicted accuracy, while self-reported engagement was negatively associated with fluency. Additionally, learners valued MT as supportive for L2 writing but voiced concerns about originality, limited feedback, and overreliance on this tool. This study provides empirical evidence on how MT may affect learner engagement in CW, and the findings contribute to advancing ongoing debates about the role of MT in fostering writing development.