2018 Volume 29 Pages 97-112
The present study examined the effects of a teacher’s formative feedback on the self-regulated learning (SRL) of lower-proficiency university learners in a Japanese university. Formative feedback was given to the students on a designated reading task every two weeks over a semester. The descriptions that students wrote about their learning on a reflection sheet were the data resource for the present study. To closely observe the gradual changes in the learners’ SRL, two qualitative analysis methods were employed: coding and the Trajectory Equifinality Model (TEM), which is a relatively new analysis method for qualitative research. The findings revealed that the teacher’s formative feedback influenced the learners’ SRL. Overall, this feedback first impacted their cognitive, metacognitive, and behavioral SRL strategies and then their self-efficacy. In addition, it was suggested that the participants’ SRL trajectories were affected by their initial orientation to an English class and the social environment.
