Chinese University Students’ L2 Writing Feedback Orientation and Self-Regulated Learning Writing Strategies in Online Teaching During COVID-19

This mixed-method study explored Chinese university students’ orientations towards written corrective feedback (WCF) and their use of self-regulated learning (SRL) writing strategies in online English courses during COVID-19. A questionnaire semi-structured interviews were administered to 311 12 students, respectively. Results showed that COVID-19, students generally held positive attitudes WCF teachers offered more tutorials could be reviewed indefinitely, which created a comfortable space for students. Findings demonstrate used fewer social behaviour than other the effectiveness peer interaction was limited by peers’ relatively low proficiency, tendency give compliments, inconveniences communication. Students’ feedback-seeking orientation found positively associated with SRL strategies; interactions between relation teachers’ motivated engage subsequent practices. Pedagogical implications are discussed.