Model Texts as a Feedback Instrument: A Case Study of EFL Learners’ Perceived Usefulness, Challenges, and Affective Engagement across Writing Tasks

Recent years have witnessed increasing exploration of various aspects of model texts as a feedback instrument (MTFI) in English as a Foreign Language (EFL) writing, including its instructional value and learners’ affective engagement. However, limited attention has been given to the challenges EFL learners face during this writing process. Furthermore, most studies on MTFI have utilized a single writing task, leaving the question of how learners’ perceived usefulness, challenges, and emotional engagement may evolve across tasks largely underexplored. To address these gaps, the present study employed a multiple-case approach to provide an in-depth examination of how five EFL learners perceived and emotionally engaged with MTFI over two writing tasks. Data, including questionnaires and semi-structured interviews, were collected after each task. The results demonstrated high levels of positivity regarding perceived usefulness and emotions, along with only a few challenges in both tasks. Additionally, the participants found MTFI more valuable and emotionally engaging in task two while reporting fewer difficulties compared to task one. Notably, variations in the three examined aspects were observed among participants within tasks and within individuals across tasks. Furthermore, the interplay among perceived usefulness, challenges, and emotions appeared complex and not always straightforward.