Self-regulated learning and its impact on scaffolded feedback effectiveness in EFL learning

Abstract Although the efficacy of scaffolded feedback (SF) is premised on its role in pushing learners toward self-regulated performance, its relationship with self-regulated learning (SRL) has remained underexplored. This study examines how SRL predicts the effectiveness of SF. Sixty-two intermediate English as a Foreign Language learners were randomly assigned to an experimental group and a control condition. The experimental group received SF in response to their language errors during three treatment sessions, while the control group performed similar tasks without error feedback. Learners’ SRL strategies were measured using a modified version of the Motivated Strategies for Learning Questionnaire. The target forms were English articles, and learners’ development of those forms was measured before the treatment (pretest), immediately after (post-test), and at a delayed post-test. Learners’ responses to SF were coded and analyzed in terms of unsuccessful, partially successful, and successful uptake. A Chi-square analysis investigated the relationship between learners’ responses to SF and SRL scores. Hierarchical regression analysis examined how well learners’ SRL scores predict the learning of the target structure. Results indicated that the SF group's post-test and delayed post-test scores were significantly predicted by their SRL scores, with large effect sizes. The analysis of learners’ responses to SF indicated that learners with high SRL scores engaged more in negotiated interaction and produced more partially and fully successful uptakes than those with low SRL scores. These findings suggest that L2 learners’ level of self-regulation plays a significant role in the efficacy of SF in L2 learning. Our findings thus imply that highly self-regulated learners are more capable of and likely to participate in classroom interactions.