Self-Regulated Writing Strategy Use When Revising Upon Automated, Peer, and Teacher Feedback in an Online English as a Foreign Language Writing Course

• DOI: 10.3389/fpsyg.2022.873170
• Publication Date: 2022-04-20T09:39:15Z
• Authors: Lili Tian; Qisheng Liu; Xingxing Zhang
• Keywords: Think aloud protocol; Second language writing

Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area second language (L2) process is still lacking. This study takes mixed-methods approach to explore Chinese English as Foreign Language (EFL) learners' use when revising based on automated, peer, and teacher feedback an online EFL context. Thirty-six university learners filled three questionnaires (one per source). In addition, four followed think-aloud protocol while responding stimulated recall interview provide further data. The results revealed that employed array attain their revision goals. Learners more cognitive automated compared with peer motivational feedback. data interviews coincided quantitative findings. Textual analysis type quantity were associated strategy use.