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The impact of motivational didactic interventions on the writing process and its output: the case of descriptive texts

Journal Contribution - Journal Article

In this article we describe the impact of motivational didactic interventions on the process and the output of writing descriptive texts in Spanish as a Foreign Language by Dutch speaking students of the 3rdBachelor year of the Applied Linguistics curriculum at the Flemish KU Leuven university. The texts were stored and analysed in the Aprescrilov learner corpus application. The didactic intervention was tested in a pretest –test –posttest setting, both with consecutive and with simultaneous groups: the results of the year 2006-2007 (without intervention) were compared with the ones of 2007-2008 (with intervention), as well as the results of two groups in 2011-2012 (experimental versus control group). The results of quantitative and qualitative tests show an important impact on both process (motivation, enjoyment and perceived improvement) and output (lexical richness and dynamic style) of the writing of the descriptive texts.
Journal: Revista Nebrija de Lingüística Aplicada
ISSN: 1699-6569
Issue: 25
Volume: 12
Pages: 13 - 33
Publication year:2018
Accessibility:Open