Fostering Self-Regulated Learning

Feedback-on-Feedback in a Peer Online Writing Center

Authors

  • Christine Rosalia Hunter College, City University of New York

DOI:

https://doi.org/10.1558/wap.v6i2.399

Keywords:

Self-regulation, peer feedback, second language writing, writing center, online collaboration, writing strategies

Abstract

Peer feedback is often considered a critical component of self-regulated learning. The purpose of this mixed-method study was to understand the effects of how a unique form of peer feedback – an online system of co-construction – might both trigger and sustain self-regulation in academic writing. Participants were 21 Japanese undergraduate EFL writers, 10 of whom worked as peer advisors in an online writing center. Peer advisors self-reported significantly more strategies than the comparison group. In addition, textual analysis of the feedback that peer advisors provided to writers showed evidence of strategy internalization, whereas the comparison group lacked metacognitive awareness and provided feedback of a lesser quality. Within group analysis points to how specific characteristics of peer feedback developed over time and with experience. This study considers how educators can use online feedback-on-feedback as a method for eliciting verbalizations of self-regulation.

Author Biography

Christine Rosalia, Hunter College, City University of New York

Assistant Professor of TESOL

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Published

2014-09-22

How to Cite

Rosalia, C. (2014). Fostering Self-Regulated Learning: Feedback-on-Feedback in a Peer Online Writing Center. Writing and Pedagogy, 6(2), 399-429. https://doi.org/10.1558/wap.v6i2.399

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Section

From the e-Sphere