Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools
Giving feedback is considered an ethical and professional responsibility of the lecturer in higher education (HE). However, students - especially international students - rarely make good use of feedback. The current study investigated the impact of lecturer e-correction and student active self-corr...
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| Format: | Conference or Workshop Item |
| Language: | English |
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2024
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| Online Access: | https://repository.londonmet.ac.uk/9695/3/BAM-Active-self-correction.pdf |
| _version_ | 1824446488255660032 |
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| author | Meletiadou, Eleni |
| author_facet | Meletiadou, Eleni |
| author_sort | Meletiadou, Eleni |
| collection | LMU |
| description | Giving feedback is considered an ethical and professional responsibility of the lecturer in higher education (HE). However, students - especially international students - rarely make good use of feedback. The current study investigated the impact of lecturer e-correction and student active self-correction (ASC) on the writing performance of international postgraduate students at a UK university. The results indicated that the ASC groups outperformed the lecturer e-correction groups. Students' attitudes towards error correction were explored through a survey at the beginning of the treatment and through focus group discussions at the end. The results showed that students found the self-correction method difficult but rewarding. They felt that it was fairer because it gave students (especially low-achieving students) more opportunities to reflect on their work and improve it at their own pace. The paper makes recommendations for further research and highlights implications for theory and practice. |
| first_indexed | 2025-02-19T01:15:57Z |
| format | Conference or Workshop Item |
| id | oai:repository.londonmet.ac.uk:9695 |
| institution | London Metropolitan University |
| language | English |
| last_indexed | 2025-02-19T01:15:57Z |
| publishDate | 2024 |
| record_format | eprints |
| spelling | oai:repository.londonmet.ac.uk:96952024-10-17T11:42:08Z https://repository.londonmet.ac.uk/9695/ Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools Meletiadou, Eleni 370 Education Giving feedback is considered an ethical and professional responsibility of the lecturer in higher education (HE). However, students - especially international students - rarely make good use of feedback. The current study investigated the impact of lecturer e-correction and student active self-correction (ASC) on the writing performance of international postgraduate students at a UK university. The results indicated that the ASC groups outperformed the lecturer e-correction groups. Students' attitudes towards error correction were explored through a survey at the beginning of the treatment and through focus group discussions at the end. The results showed that students found the self-correction method difficult but rewarding. They felt that it was fairer because it gave students (especially low-achieving students) more opportunities to reflect on their work and improve it at their own pace. The paper makes recommendations for further research and highlights implications for theory and practice. 2024-09-10 Conference or Workshop Item PeerReviewed text en https://repository.londonmet.ac.uk/9695/3/BAM-Active-self-correction.pdf Meletiadou, Eleni (2024) Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools. In: BAM Conference 2024, 2-6 September 2024, Nottingham Trent University. (In Press) |
| spellingShingle | 370 Education Meletiadou, Eleni Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools |
| title | Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools |
| title_full | Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools |
| title_fullStr | Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools |
| title_full_unstemmed | Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools |
| title_short | Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools |
| title_sort | increasing international students autonomy and boosting their engagement via the use of active self correction in writing a transformative approach to sustainable self regulated learning in business schools |
| topic | 370 Education |
| url | https://repository.londonmet.ac.uk/9695/3/BAM-Active-self-correction.pdf |
| work_keys_str_mv | AT meletiadoueleni increasinginternationalstudentsautonomyandboostingtheirengagementviatheuseofactiveselfcorrectioninwritingatransformativeapproachtosustainableselfregulatedlearninginbusinessschools |