Applying Writing Feedback Orientation and Self-Regulated Learning Writing Strategies to EFL Students at Van Lang University During COVID-19
DOI:
https://doi.org/10.54855/ijte.22255Keywords:
Writing feedback orientation, WFO, EFL students, Self-regulated learning (SRL) writing strategies, SRLAbstract
The main purpose of this study is to investigate the relationship between Writing feedback orientation (WFO) and self-regulated learning (SRL) Writing L2 strategies in online teaching during COVID-19. 200 EFL students from Van Lang University in Vietnam were recruited to participate in this study from a variety of courses (98 first-year students and 102 second-year students), using the questions from Jian Xu's study as a guide (2021). Data from this study are examined using qualitative, quantitative, and theoretical studies methodologies. Evidence from experiments has been gathered and categorized a number of guidelines that students follow when exercising in writing with a focus on feedback and self-controlled learning Writing techniques to develop their writing abilities. The findings revealed that EFL students had developed an optimistic response toward written corrective feedback (WCF), which is related to SRL strategies; at the same time, the teachers' and students' online interactions are also associated with teachers' feedback, which has created a confident academic online space for students accomplishing further tasks during COVID-19.
References
Aliaga, M., & Gunderson, B. (1998). Interactive Statistics. New Jersey: Prentice Hall.
Alvarez, I., Espasa, A., & Guasch, T. (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37(4), pp. 387-400. https://doi.org/10.1080/03075079.2010.510182
Bui, H. T. (2010). Dong co hoc tap theo ly thuyet ve su tu quyet. Khoa hoc Giao Duc.
Damico, J. S., Simmons-Mackie, N., Oelschlaegers, M., Elman, R., & Armstrong, E. (1999). Qualitative methods in aphasia research: Basic issues. Aphasiology, 13(9-11), pp. 651-665. https://doi.org/10.1080/026870399401768
Eschholz, P. A. (1980). The prose models approach: Using products in the process. Eight approaches to teaching composition, 5, 21-35.
Guasch, T., Espasa, A., Alvarez, I. M., & Kirschner, P. A. (2013). Effects of feedback on collaborative writing in an online learning environment. Distance Education, 34(3), pp. 324-338. https://doi.org/10.1080/01587919.2013.835772
Hassan, M. I., Shoaib, H., & Aziz, A. A. (2021). Effect of Corrective Feedback on Revision through Computer-mediated Instruction: The Pakistani EFL Context. Harf-O-Sukhan, 5(1), 60-85. Retrieved from http://harf-o-sukhan.com/index.php/Harf-o-sukhan/article/view/42
Ismail, I. A., & Dawoud, L. K. A. (2022). Preparedness for Online Learning in the Context of Monkeypox Virus: A Literature Review. International Journal of TESOL & Education, 2(5), 14–19. https://doi.org/10.54855/ijte.22252
Jamshidi, A., Khalaji, H., & Azizmalayeri, F. (2021). Probing into the Patterns of Pair Interaction in EFL Learners’ Peer Feedback Dynamics: Written Discourse in Focus. Journal of Language and Translation, 11(4), 125-148. https://doi.org/10.30495/TTLT.2021.683890
Jimmerman, B. J., & Pons, M. M. (1986, 01 01). Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies. American educational research journal, 23(4), pp. 614-628. https://doi.org/10.3102/00028312023004614
Le, N. K. (2019). Huong dan sinh vien giao duc chinh tri ve phuong phap tu hoc. Ky yeu Hoi thao khoa hoc, 195-202. Retrieved from http://thuvienso.bvu.edu.vn/handle/TVDHBRVT/19733
Luu, L. N. (2014).Cai thien ky nang phan hoi bai viet nham nang cao nang luc viet tieng Anh cho sinh vien. Tap chi Ngon ngu va Doi song.
MacArthur, C. A., Philippakos, Z. A., & Ianetta, M. (2015). Self-Regulated Strategy Instruction in College Developmental Writing. Journal of Educational Psychology, 107(3), pp. 855– 867. https://doi.org/10.1037/edu0000011
Miao, Y., Badger, R., & Zhen, Y. (2006, 12). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), pp. 179-200. https://doi.org/10.1016/j.jslw.2006.09.004
Muijs, D. (2011). Doing Quantitative Research in Education with SPSS. London: Sage. Retrieved from https://uk.sagepub.com/en-gb/eur/doing-quantitative-research-in-education-with-spss/book234238
Murray, D. M. (1980). Writing as process: How writing finds its own meaning. Eight approaches to teaching composition, 3-20.
Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts. The Electronic Journal for English as a Second Language, 6(2), pp. 1-20. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume6/ej22/ej22a1/?wscr
Newman, I., Benz, C. R., & Ridenour, C. S. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Southern Illinois University Press.
Nguyen, H. T. (2013, 01). Phan hoi bai viet tu ban hoc: Tu ly luan toi thuc tien ap dung. Tap chi Khoa hoc ĐHQGHN, 29(4), 8-24. Retrieved from https://js.vnu.edu.vn/FS/article/view/1108
Nguyen, H. T. (2016). Khao sat viec su dung y kien phan hoi tu ban hoc trong viec hoc ky nang Viet cua sinh vien nam thu nhat khoa tieng Anh, truong Dai hoc Ngoai ngu - Dai hoc Da Nang. Tap chi Dien Tu Khoa hoc va Cong nghe. Retrieved from https://jst-ud.vn/jst-ud/article/view/1124
Nguyen, N. T., & Tran, L. Q. (2008).Nguoi hoc tu danh gia va danh gia lan nhau - Mot cach lam moi trong viec danh gia ket qua hoc tap. Tap chi Khoa hoc(9), 28-36. Retrieved from https://ctujsvn.ctu.edu.vn/index.php/ctujsvn/article/view/534
Nguyen, T. T. (n.d.). Mot so van de co ban ve phuong phap luan nghien cuu khoa hoc giáo duc. Retreived from https://www.studocu.com/vn/document/dai-hoc-da-nang/phuong-tien-day-hoc-ngu-van/pp-nckh1-phuong-phap-luan-nghien-cuu-van-hoc/26145599
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational psychologist, 36(2), pp. 89-101.
Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Science Direct, 15(2), pp. 68-85. https://doi.org/10.1016/j.asw.2010.05.004
Robb, T., Ross, S., & Shortreed, I. (1986, 03). Salience of Feedback on Error and Its Effect on EFL Writing Quality. TESOL Quarterly, 20(1), pp. 83-96. https://doi.org/10.2307/3586390
Saeidi, M., & Sahebkheir, F. (2011). The effect of model essays on accuracy and complexity of EFL learners’ writing performance. Middle-East Journal of Scientific Research, 10(1), pp. 130-137.
Sun, C., & Feng, G. (2009). Process Approach to Teaching Writing Applied in Different Teaching Models. English Language Teaching, 2(1), pp. 150-155. Retrieved from https://eric.ed.gov/?id=EJ1082330
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, pp. 1-17. https://doi.org/10.1016/j.system.2020.102221
Sutikno, M. K. (2008). Responding to students’ writing.(Teaching writing or assessing it?). Jurnal Pendidikan Penabur, 7(10), pp. 51-59.
Tangpermpoon, T. (2008). Integrated Approaches To Improve Students Writing Skills For English Major Students. ABAC Journal, 28(2), pp. 1-9. Retrieved from http://www.assumptionjournal.au.edu/index.php/abacjournal/article/view/539
Teng, L. S., & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and learning, 13(2), pp. 213–240. https://doi.org/10.1007/s11409-017-9171-4
Trinh, H. L., Pham, D. L., Phan, V. V., & Nguyen, H. T. (2022). Factors Influencing Freshmen’s Acceptance of Online Learning: A Study at Hanoi University of Industry. International Journal of TESOL & Education, 2(5), 1–13. https://doi.org/10.54855/ijte.22251
Truong, T. M., Bui, H. V., & Vo, X. T. (2015). Giai phap nang cao nang luc nghien cuu khoa hoc cho sinh vien theo mo hinh hoc tap tu dinh huong. Retrieved from https://ite.hcmute.edu.vn/Resources/Docs/SubDomain/ite/NCKH/5.%20BAI%20BAO%20%2068%20-%20HOC%20TAP%20TU%20DINH%20HUONG%20-%20NCKH%20%20DHSPKT%202015.pdf
Waller, L., & Papi, M. (2017, 01 27). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 54-65. https://doi.org/10.1016/j.jslw.2017.01.004
Xu, J. (2021, 05 07). Chinese University Students’ L2 Writing Feedback Orientation and Self-Regulated Learning Writing Strategies in Online Teaching During COVID-19. The Asia-Pacific Education Researcher, 1-12. doi:https://doi.org/10.1007/s40299-021-00586-6
Zumburunn, S., Tadlock, J., & Roberts, E. D. (2011). Encourage self regulated learning in the classroom. Metropolitan Educational Research Consortium, pp. 2-28. Retrieved from https://scholarscompass.vcu.edu/merc_pubs/18/
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Vu Le Uyen, Tran Ngoc My, Le Thi Kim Hong, Dao Hoang Linh
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
How to Cite
