The potentiality of computer-based feedback in fostering EFL learners’ writing performance, self-regulation ability, and self-efficacy beliefs

The purpose of the present study was to explore how learners’ writing performance, self-regulation, and self-efficacy were affected by implementing computer-based feedback in writing classes. To do so, a convenience sample of 42 Iranian male upper-intermediate EFL learners were selected from two writing classes in a branch of Islamic Azad University. After measuring the proficiency level of the participant using the Oxford quick placement test, the two classes were randomly assigned to the experimental and control groups. As a pretest and posttest, both groups took the writing test, the writing self-regulation scale, and the second language writing self-efficacy scale. In addition, they took part in 12 sessions where the experimental group received computer-based feedback through the application of Writing Planet, and the control group practiced the traditional approach. The results of MANOVA and paired-samples t-tests indicated that the experimental group’s performances on the writing test, the self-regulation and the self-efficacy scales improved significantly. The findings of the study highlighted the point that computer-based feedback is an appropriate alternative for traditional teacher-centered classrooms.