ENHANCING SELF-REGULATED LEARNING THROUGH PEER FEEDBACK: INSIGHTS FROM EFL AND JFL LEARNERS IN A CMC ENVIRONMENT

ENHANCING SELF-REGULATED LEARNING THROUGH PEER FEEDBACK: INSIGHTS FROM EFL AND JFL LEARNERS IN A CMC ENVIRONMENT

This research investigates how foreign language learners enhance their self-regulated learning through peer feedback within a computer-mediated communication (CMC) environment using the Peergrade platform. The study included twelve participants: six studying English as a foreign language (EFL) and six studying Japanese as a foreign language (JFL), with each group majoring in their respective languages. Data were collected through semi-structured and stimulated recall interviews and analyzed qualitatively. Three main themes: 1. Peer scaffolding for collaborative learning through CMC: The findings underscored the collaborative dynamics of peer feedback via CMC, where learners asynchronously exchanged insights and provided constructive critiques, promoting collective knowledge construction and deeper linguistic understanding; 2. Audience-aware stance feedback: Learners demonstrated strategic decision-making in feedback provision by considering their peers’perspectives, thereby enhancing the feedback’s effectiveness; and 3. Engagement in cognitive processes: Participants actively engaged in various feedback strategies, adeptly distinguishing between global and local aspects of the compositions, such as content and grammar, thereby fostering comprehensive improvement in writing skills; these results suggest that learners can effectively utilize peer feedback to advance their self-regulated learning and enhance writing competencies in foreign languages within a CMC framework.