Unleashing the potential of Indonesian EFL high school students' writing proficiency and self-regulated learning through written corrective feedback

Abstract

Despite the existence of many studies on EFL student writing proficiency, little work reports how written corrective feedback influences EFL senior high school students’ self-regulated learning. This study aimed to explore the extent to which EFL high school students prefer types of written corrective feedback strategies in their written work and the impacts on their self-regulated learning. Employing an explanatory mixed-method approach, we combined quantitative data from a 5-point Likert scale questionnaire with qualitative data gathered through semi-structured interviews. Thirty-two EFL senior high school students participated in this study. A descriptive statistical method was utilized to analyze the questionnaire, while a thematic analysis was done on the interview data. The findings revealed that direct feedback was the most preferred among the various strategies of written corrective feedback, closely followed by metalinguistics feedback. Additionally, students perceived that written corrective feedback highly contributed to fostering their self-regulated learning. Thus, this study implies that teachers should be more mindful of students' preferences when providing corrective feedback.