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PASAA

Publication Date

2022-07-01

Abstract

This study aimed to determine how teachers’ online written corrective feedback (WCF) affected university students’ 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 teachers’ online WCF on students’ self-regulation in writing, especially those with mid- and low-proficiencies. Results from this study provided an indication of the effectiveness of online WCF in developing L2 learners’ self-regulation. They also gave insight into how language proficiency levels affect learners’ perception of online feedback and its impact on self-regulated learning development.

DOI

10.58837/CHULA.PASAA.64.1.2

First Page

23

Last Page

51

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