The present study forms part of a research project that attempted to address this gap by analyzing the long-term effects of reformulations on the noticing processes of 60 Spanish EFL child learners at different proficiency levels while performing two three-stage collaborative writing tasks over a period of sixteen weeks. However, despite the importance that cognitively oriented accounts of SLA place on the process of noticing for second language development (Schmidt, 1990, 2001), children’s processing of the corrective feedback provided on their written texts is still an uncharted territory. Reformulations are believed to be advantageous since they foster cognitive comparisons between the learner's own written output and the feedback, thus promoting noticing which may, in turn, lead to language learning. In recent years, discursive feedback techniques, such as the reformulation of learners’ original texts, have attracted increasing attention (Adams, 2003 Qi and Lapkin, 2001 Swain and Lapkin, 2003 Yang and Zhang, 2010). The difficulties involved in learning to write in a second language (L2) are well documented and a considerable amount of research interest has focused on investigating written corrective feedback (Bitchener, 2012).
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