Improving Language Learners’ Use of Self-Regulated Writing Strategies through Screencast Feedback

İnan Karagül B., Şeker M.

SAGE OPEN, pp.1-14, 2021 (SSCI)

  • Publication Type: Article / Article
  • Publication Date: 2021
  • Doi Number: 10.1177/21582440211064895
  • Journal Name: SAGE OPEN
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Page Numbers: pp.1-14
  • Kocaeli University Affiliated: Yes


The study aims to explore the impacts of an online training scheme developed for higher education learners that integrates self-regulated learning (SRL) writing strategies into screencast feedback in line with the cyclical model of SRL (i.e., forethought, performance, and reflection on performance phases). During each phase, cognitive, metacognitive, affective and sociointeractional SRL writing strategies were introduced through screencast feedback given to the learners’ writing assignments. The participants were undergraduate English Language Teaching (ELT) students at two state universities (n = 135) in Turkey. Following a mixed-method research design, previous to and after the 6-week training sessions, both quantitative and qualitative data was gathered and analyzed statistically. The results regarding the learners’ reported use of SRL writing strategies indicate a significant increase in the use of SRL writing strategy after the training. Also, the learners’ opinions on receiving screencast feedback and on the SRL training were considerably positive. The findings are meant to contribute to both online education and teacher education pedagogy.