The Effects of Peer Feedback and Self-Regulated Learning on Thai EFL Students' Writing Ability and Self-Regulation
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| Title: | The Effects of Peer Feedback and Self-Regulated Learning on Thai EFL Students' Writing Ability and Self-Regulation |
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| Language: | English |
| Authors: | Jantra Prompan, Chatraporn Piamsai |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2024 17(1):100-132. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Feedback (Response), Peer Evaluation, English (Second Language), Second Language Learning, Writing Skills, Self Management, Essays, Undergraduate Students, Student Participation, Business English |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | Conceptualized in formative assessment and sociocognitive theory, peer feedback and self-regulated learning (SRL) instruction were used in this mixed-method study to investigate their effects on Thai EFL university students' essay writing ability and their self-regulation. During the 12-week online instruction period, 35 third-year students majoring in Business English at a public university were taught essay writing using the integration of peer feedback activities and SRL. An essay writing test, a self-regulation questionnaire, and semistructured interviews were used to collect data. Findings revealed that students' essay writing ability and self-regulation had significantly improved after the intervention. Our findings shed light on the feasibility and necessity incorporating the interdisciplinary dimensions of education such as instruction, assessment, and social-cognitive theory, in enhancing learners' academic performance and their lifelong learning strategies. Our findings also suggest that students can be trained in peer feedback and SRL strategies via online platforms, which has implications for the continuing tendency towards online instruction in the post-pandemic era. Pedagogical implications are also provided to help teachers improve their students' writing performance and self-regulation. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct year is 2024.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1415494 |
| Database: | ERIC |
| Abstract: | Conceptualized in formative assessment and sociocognitive theory, peer feedback and self-regulated learning (SRL) instruction were used in this mixed-method study to investigate their effects on Thai EFL university students' essay writing ability and their self-regulation. During the 12-week online instruction period, 35 third-year students majoring in Business English at a public university were taught essay writing using the integration of peer feedback activities and SRL. An essay writing test, a self-regulation questionnaire, and semistructured interviews were used to collect data. Findings revealed that students' essay writing ability and self-regulation had significantly improved after the intervention. Our findings shed light on the feasibility and necessity incorporating the interdisciplinary dimensions of education such as instruction, assessment, and social-cognitive theory, in enhancing learners' academic performance and their lifelong learning strategies. Our findings also suggest that students can be trained in peer feedback and SRL strategies via online platforms, which has implications for the continuing tendency towards online instruction in the post-pandemic era. Pedagogical implications are also provided to help teachers improve their students' writing performance and self-regulation. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct year is 2024.] |
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| ISSN: | 2630-0672 2672-9431 |
