Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers

Studies on multi-stage writing tasks with adults and children have shown that model texts task repetition aid language acquisition, especially when learners work in collaboration. However, these studies not included measures of motivation, which is vital young (YLs) could help develop a more comprehensive understanding effectiveness. The present study analyses motivation 24 EFL YLs pairs during three sessions divided into group (MG) (TRG). Results show students’ high general but declines the MG while it maintained TRG. As for motives, working together main reason students give to justify their positive scores. These results complete previous knowledge about models TR, reinforce value collaborative encourage inclusion task-based research.