The effects of peer feedback and self-regulated learning on Thai EFL university students’ essay writing ability and self-regulation

Abstract

The primary objective of this mixed-method study was to explore the effectiveness of integrating peer feedback and self-regulated learning (SRL) in improving students’ essay writing ability and self-regulation. The study also investigated the relationship between students’ essay writing ability and their self-regulation, as well as explored students’ attitudes towards the intervention. During the 12-week online instruction necessitated by the pandemic crisis, a group of thirty-five 3rd year students majoring in Business English at Nakhon Pathom Rajabhat University were instructed in essay writing using peer feedback activities and SRL techniques. Data collection involved an essay writing test, a self-regulation questionnaire, semi-structured interviews, and an attitudes questionnaire. Descriptive statistics, inferential statistics, and content analysis were employed to analyze the data.

The findings of the study indicated a significant improvement in students’ essay writing ability and self-regulation after the implementation of the intervention. However, no significant relationship was observed between students’ essay writing ability and their self-regulation. Additionally, students exhibited positive attitudes towards the intervention. These findings underscore the feasibility and importance of incorporating interdisciplinary dimensions of education, including instruction, assessment, and social-cognitive theory, to enhance students’ academic performance and lifelong learning strategies. Furthermore, the study suggests that peer feedback and SRL strategies can be effectively delivered and taught through online platforms, which aligns with the growing trend of online instruction in the post-pandemic era.