Copertina

Testing the interplay among peer feedback, self-regulation, and writing performance: a cross-lagged analysis

Salvato in:
Pubblicato in:Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 60
Autore principale: Zhan, Ying
Altri autori: Teng, Mark Feng
Pubblicazione:
Springer Nature B.V.
Soggetti:
Language
Behavior
Feedback
Collaboration
Memory
Writing tests
College students
Student writing
English as a second language learning
Foreign language learning
Distance learning
Second language writing
Cognition & reasoning
Regulation
Learning outcomes
Peers
Empowerment
Pragmatics
Self-efficacy
Metacognition
Writing
Self control
English as a second language
Foreign languages
Peer review
English language
Self regulation
Scholarship
Innovations
Research applications
Emotional Adjustment
Achievement Need
Learning Strategies
Educational Methods
Cognitive Processes
Learner Controlled Instruction
English (Second Language)
Cooperative Learning
Language Aptitude
Goal Orientation
Feedback (Response)
Beliefs
Collaborative Writing
Elementary School Students
Expectation
Electronic Learning
Artificial Intelligence
Individual Differences
Grounded Theory
English Learners
Language Processing
Educational Environment
Cognitive Ability
Learner Engagement
Educational Strategies
Accesso online:Citation/Abstract
Full Text
Full Text - PDF
Tags: Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
Abstract:The present study employs a cross-lagged panel design to investigate the intricate interplay between peer feedback and self-regulation and their influences on writing performance. Data were collected through surveys and writing tests conducted twice, involving a total of 249 students studying English as a foreign language (EFL) at a university in China. The results illuminate positive correlations among self-regulation, peer feedback, and writing performance, extending across a longitudinal perspective. These findings underscore the pivotal role of self-regulation in shaping the dynamics of peer feedback, subsequently influencing writing outcomes over time. Notably, peer feedback emerges as a critical longitudinal mediator in the relationship between self-regulation and writing performance. This study distinguishes itself through its innovative approach, which integrates peer feedback and self-regulation in the realm of writing over an extended period. The encouraging outcomes underscore the potential of this pioneering methodology in enriching the landscape of peer feedback through self-regulation, and, ultimately, writing development. The innovative, pragmatic, and scalable nature of this approach further enhances its promise for both research and practical application.
ISSN:2229-0443
DOI:10.1186/s40468-025-00400-w
Fonte:Education Database