Writing Self-regulation

The attitude-behavior relationship has long been a bone of contention among scholars. This study attempted to examine the correlation of attitude toward the teacher and the course with writing self-regulation and task achievements among EFL university learners in the Iranian context, using Pearson product-moment correlation and multiple-regression techniques. A total of one hundred and sixteen undergraduate sophomores undergoing mandatory essay writing courses participated in the study. Based on the findings, attitudes toward the teacher and the course were not significantly correlated with the cognitive, meta-cognitive, and behavioral strategies, and the task achievement. At the same time, it significantly correlated with the self-efficacy, goal, and motivation. However, the attitude toward the teacher was found to be the stronger predictor of task achievement. Further regression analyses disclosed that the attitude toward teacher was the only predictor of the motivational strategies. Pedagogical applications, implications, and insights for the furtherance of the foreign language program in domain-specific tasks of EFL writing are eventually discussed.

This study aimed to compare the effects of Automated Writing Evaluation Feedback (AWEF) and Peer Feedback (PF) on the development of self-regulation in writing among Iranian English as a Foreign Language (EFL) learners. The participants consisted of 58 intermediate-level Persian-speaking English learners, aged 25 to 30, enrolled in two intact IELTS preparation classes at a private language institute in Tehran. The learners were assigned into two experimental groups: one group (n = 30) received peer feedback, while the other (n = 28) received automated feedback through ProWritingAid. To assess the impact of these interventions, data were collected using the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ), semi-structured interviews, and classroom observations. Quantitative analysis using independent samples t-tests revealed significant improvements in self-regulation scores for both groups post-intervention, with the AWEF group showing a significantly greater increase. Qualitative analysis of interview and observation data further supported these findings, indicating that AWEF participants engaged in more structured and proactive revision practices, while PF participants developed greater reflective awareness and emotional resilience through collaborative interaction. Triangulated results confirmed that both feedback types positively influenced self-regulated writing behaviors, with AWEF demonstrating a stronger overall impact.