The Interplay between Feedback Types, Self-Regulated Learning, and Writing Achievement

This study intended to investigate the relationship among feedback types, self-regulated learning, and writing achievement. To this end, a type of the non-randomized control group pre-test post-test design, was applied, where three experimental groups, for the three types of feedback as treatments, and a control group were postulated, each including about 30 Iranian EFL students, who were pre-post tested through the Academic Self-Regulated Learning Scale (ASRL-S) questionnaire, and whose writings were inter-rated both before and after the treatments. The results of the one-way between-groups ANOVA indicated a statistically insignificant difference between the self-regulatory ability of the four groups with respect to the type of feedback they received. Moreover, the results of paired samples t-test showed a statistically insignificant difference in all the four within-group self-regulatory abilities from pretest to posttest. Furthermore, the results of Pearson product-moment correlation coefficient indicated a small positive correlation between self-regulatory learning and writing achievement with teacher feedback; however, small negative correlations were revealed between self-regulatory learning and writing achievement with peer, computer-assisted, and no feedback.