This article reports an empirical study in which we explored the role played by two forms of feedback—error correction and model texts—on child English as a foreign language learners’ reported noticing and written output. The study was carried out with 11- and 12-year-old children placed in proficiency-matched pairs who engaged in a three-stage collaborative writing task involving (a) spontaneous noticing of linguistic problems while composing, (b) comparison of their texts with the feedback provided, and (c) rewriting of their original output. Results indicate that although the children noticed and later incorporated mainly lexical features into their output, gains in the linguistic acceptability and comprehensibility of their revised texts showed an advantage for error correction over models. Learners in the error correction condition reported more noticing of grammar at the comparison stage, which later emerged in their revisions. The potential effects of both feedback strategies on children’s reported noticing and output production are discussed, and conclusions are drawn for the role of feedback in children’s classroom second language acquisition.