Content area
The present study employs a cross-lagged panel design to investigate the intricate interplay between peer feedback and self-regulation and their influences on writing performance. Data were collected through surveys and writing tests conducted twice, involving a total of 249 students studying English as a foreign language (EFL) at a university in China. The results illuminate positive correlations among self-regulation, peer feedback, and writing performance, extending across a longitudinal perspective. These findings underscore the pivotal role of self-regulation in shaping the dynamics of peer feedback, subsequently influencing writing outcomes over time. Notably, peer feedback emerges as a critical longitudinal mediator in the relationship between self-regulation and writing performance. This study distinguishes itself through its innovative approach, which integrates peer feedback and self-regulation in the realm of writing over an extended period. The encouraging outcomes underscore the potential of this pioneering methodology in enriching the landscape of peer feedback through self-regulation, and, ultimately, writing development. The innovative, pragmatic, and scalable nature of this approach further enhances its promise for both research and practical application.
Details
Achievement Need;
Learning Strategies;
Educational Methods;
Cognitive Processes;
Learner Controlled Instruction;
English (Second Language);
Cooperative Learning;
Language Aptitude;
Goal Orientation;
Feedback (Response);
Beliefs;
Collaborative Writing;
Elementary School Students;
Expectation;
Electronic Learning;
Artificial Intelligence;
Individual Differences;
Grounded Theory;
English Learners;
Language Processing;
Educational Environment;
Cognitive Ability;
Learner Engagement;
Educational Strategies
Behavior;
Feedback;
Collaboration;
Memory;
Writing tests;
College students;
Student writing;
English as a second language learning;
Foreign language learning;
Distance learning;
Second language writing;
Cognition & reasoning;
Regulation;
Learning outcomes;
Peers;
Empowerment;
Pragmatics;
Self-efficacy;
Metacognition;
Writing;
Self control;
English as a second language;
Foreign languages;
Peer review;
English language;
Self regulation;
Scholarship;
Innovations;
Research applications
1 Education University of Hong Kong, Tai Po, China (GRID:grid.419993.f) (ISNI:0000 0004 1799 6254)
2 Macao Polytechnic University, Macao, China (GRID:grid.445017.3) (ISNI:0000 0004 1794 7946)