Publication: The Effects of Online Corrective Feedback on University Studentsʼ Self-Regulation in Writing
Submitted Date
Received Date
Accepted Date
Issued Date
2022
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2287-0024
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
PASAA Journal
Volume
64
Issue
Edition
Start Page
23
End Page
51
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
The Effects of Online Corrective Feedback on University Studentsʼ Self-Regulation in Writing
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
This study aimed to determine how teachersʼ online written corrective feedback (WCF) affected university studentsʼ selfregulation in writing and how the effects differed among students of different English proficiency levels. The participants were 27 second-year university students enrolled in a required online writing course. Throughout the 16-week course, the students received online WCF on their writing through Google Docs. Results from pre- and post-questionnaires and interviews revealed the positive effects of teachersʼ online WCF on studentsʼ self-regulation in writing, especially those with midand low-proficiencies. Results from this study provided an indication of the effectiveness of online WCF in developing L2 learnersʼ self-regulation. They also gave insight into how language proficiency levels affect learnersʼ perception of online feedback and its impact on self-regulated learning development.