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.
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