Online Corrective Feedback and Self-Regulated Writing: Exploring Student Perceptions and Challenges in Higher Education

Abstract

This study investigates the influence of teachers' online written corrective feedback (WCF) on the self-regulated writing abilities of university students, with a particular focus on varying levels of English proficiency. Conducted during the COVID-19 pandemic, the qualitative study involved ten second-year students from a private university in Bangladesh enrolled in a mandatory online writing course. Participants received personalized WCF through platforms such as Google Docs. Data derived from semi-structured interviews revealed that online WCF substantially enhanced students' self-regulation in writing, with the impact most pronounced among those with moderate and lower levels of English proficiency. The findings underscore the role of tailored feedback in improving students' writing skills while fostering essential self-regulatory practices such as goal setting, self-monitoring, and independent learning. These results highlight the transformative potential of online WCF in addressing students’ individualized needs and improving their academic writing performance. Implications for curriculum designers and policymakers emphasize the integration of effective online feedback strategies to support learners across diverse proficiency levels. However, the study acknowledges limitations, including its small, context-specific sample, which may limit generalizability to broader educational settings. Future research may examine the longitudinal impact of online WCF across varied contexts and language proficiency levels.