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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
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
FullText Text:
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  Data: The Effects of Peer Feedback and Self-Regulated Learning on Thai EFL Students' Writing Ability and Self-Regulation
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  Data: <searchLink fieldCode="AR" term="%22Jantra+Prompan%22">Jantra Prompan</searchLink><br /><searchLink fieldCode="AR" term="%22Chatraporn+Piamsai%22">Chatraporn Piamsai</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. 2024 17(1):100-132.
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  Data: 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
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  Data: 33
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Business+English%22">Business English</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Data: 2630-0672<br />2672-9431
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 100
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Writing Skills
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      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Essays
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Business English
        Type: general
      – SubjectFull: Thailand
        Type: general
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      – TitleFull: The Effects of Peer Feedback and Self-Regulated Learning on Thai EFL Students' Writing Ability and Self-Regulation
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            NameFull: Chatraporn Piamsai
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              Type: published
              Y: 2024
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