Self-Regulated Learning Development in Undergraduate ESL Writing Classrooms: Teacher Feedback Versus Self-Assessment

Abstract

In the English as a second language (ESL) research context, teachers are committed to ensuring that students are aware of their writing skills and the kinds of errors they make in their writing. This explains why teacher feedback is frequently practised in the writing classrooms. Self-assessment is another supplementary strategy that provides opportunity for ESL students to take control of their learning. This study investigated the effects of self-assessment and indirect teacher feedback on self-regulated learning (SRL). A quasi-experimental design with an embedded experimental model was used in this research. Three intact classes were randomly assigned to experimental and control groups. This study utilised both quantitative and qualitative data. The quantitative data were obtained through the Self-Regulation Strategy Inventory Self-Report. The qualitative data were derived from the SRL microanalytic protocol. The findings revealed that both self-assessment and indirect teacher feedback helped learners become more self-regulated. However, self-assessment reduced maladaptive behaviours more than indirect teacher feedback. This study concludes that self-assessment is an effective instructional practice that promotes SRL in terms of goal setting, strategy planning, strategy use, attribution and adaptive behaviour. It is recommended that self-assessment be part of an instructional practice rather than an alternative strategy in the writing class.