关键词：
Model texts
L2 writing
EFL learners
Feedback
CAF
Draft quality
摘要：
The use of model texts as a feedback instrument (MTFI) has been explored in L2 writing research for about two decades. However, little attention has been placed on MTFI's efficacy in enhancing English as a foreign language (EFL) learners' text quality regarding complexity, accuracy, and fluency (CAF) in rewritten and new drafts. Moreover, previous studies predominantly focused on narratives;only a few took expository writing into account. This study seeks to fill these gaps by adopting a quasi-experimental design including a multi-stage task: (i) composing a paragraph, (ii) comparing it with a model, (iii) rewriting the original version, and (iv) writing a new paragraph. Sixty-eight Vietnamese EFL undergraduates were assigned into a control group (CG, N = 33) and an experimental group (EG, N = 35). While the EG compared the draft with a model text in stage 2, the CG did not. The results revealed that there were no significant differences between two groups in subsequent texts' CAF. Additionally, the EG outperformed the CG in the rewritten draft's holistic quality, but this effect diminished in the new draft. Drawing from these findings, insights for future research and pedagogical practices were provided.
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