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

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Detalles Bibliográficos
Publicado en:	Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 60
Autor principal:	Zhan, Ying
Otros Autores:	Teng, Mark Feng
Publicado:	Springer Nature B.V.
Materias:	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
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Descripción
Resumen:	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
Fuente:	Education Database