Chinese University Students' L2 Writing Feedback Orientation and Self-Regulated Learning Writing Strategies in Online Teaching during COVID-19

Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/

Y

12

College Students; Student Motivation; Feedback (Response); Teacher Student Relationship; Electronic Learning; Online Courses; Writing Strategies; Writing Instruction; English (Second Language); Second Language Learning; Self Management; Interaction; COVID-19; Pandemics; Foreign Countries

10.1007/s40299-021-00586-6

0119-5646

This mixed-method study explored Chinese university students' orientations towards written corrective feedback (WCF) and their use of self-regulated learning (SRL) writing strategies in online English writing courses during COVID-19. A questionnaire and semi-structured interviews were administered to 311 and 12 students, respectively. Results showed that during COVID-19, students generally held positive attitudes towards online WCF and teachers offered more tutorials and feedback that could be reviewed indefinitely, which created a comfortable learning space for students. Findings demonstrate that students used fewer social behaviour strategies than other strategies and the effectiveness of peer interaction was limited by peers' relatively low writing proficiency, tendency to give compliments, and the inconveniences of online communication. Students' feedback-seeking orientation was found to be positively associated with SRL writing strategies; the online interactions between teachers and students in relation to teachers' feedback motivated students to engage more in their subsequent writing practices. Pedagogical implications are discussed.

As Provided

2021

EJ1316599