Improving Language Learners’ Use of Self-Regulated Writing Strategies Through Screencast Feedback
Bibliographic Data
| ID | 16913836 |
|---|---|
| Authors | Banu Inan-Karagul (0000-0001-8672-1383, Kocaeli Üniversitesi, corresponding author), Meral Seker (0000-0001-7150-4239, Alanya University) |
| Year | 2021 |
| Volume | 11 |
| Issue | 4 |
| Publication date | 2021-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440211064895 |
| OpenAlex | W4200106757 |
| Language | EN |
| Citations received | 4 |
| References cited | 57 |
The study aims to explore the impacts of an online training scheme developed for higher education learners that integrates self-regulated learning (SRL) writing strategies into screencast feedback in line with the cyclical model of SRL (i.e., forethought, performance, and reflection on performance phases). During each phase, cognitive, metacognitive, affective and socio-interactional SRL writing strategies were introduced through screencast feedback given to the learners’ writing assignments. The participants were undergraduate English Language Teaching (ELT) students at two state universities ( n = 135) in Turkey. Following a mixed-method research design, previous to and after the 6-week training sessions, both quantitative and qualitative data was gathered and analyzed statistically. The results regarding the learners’ reported use of SRL writing strategies indicate a significant increase in the use of SRL writing strategy after the training. Also, the learners’ opinions on receiving screencast feedback and on the SRL training were considerably positive. The findings are meant to contribute to both online education and teacher education pedagogy
Cognition · Linguistics · Mathematics education · Metacognition · Pedagogy · Peer feedback · Qualitative property · Second language · Second language writing · Self-regulated learning · Computer Science · Education and Technology Integration · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology
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Technology-enhanced self-regulated second language learning interventions
The Psychology of the Language Learner Revisited
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
Developing Motivation to Write
Genre-based L2 writing instruction and writing-specific psychological factors
Online learning amid the Covid-19 pandemic
Peer feedback content and sender's competence level in academic writing revision tasks
Impact of Covid-19 pandemic on information management research and practice
Motivation and self-regulated strategy use
School Engagement
English Majors’ Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation
Covid ‐19 and online teaching in higher education
Transitioning to Online Education in English Departments in Bangladesh
Intervention in teachers’ differential scoring judgments in assessing L2 writing through communities of assessment practice
Qualitative Researching
Video-based feedback on student assessment
Students’ perceptions of written feedback in teacher education
A systematic review of language learner strategy research in the face of self-regulation
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
The effects of strategy instruction on writing strategy use for students of different proficiency levels
Hong Kong secondary students’ self-regulated learning strategy use and English writing
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |