EFL Students’ Self-regulated Writing on Teacher’s Feedback: A Social Cognitive Theory Perspective

Muhammad Bagas Anugrah, Eko Suhartoyo, Henny Rahmawati

Abstract


This study explores how English as a Foreign Language (EFL) undergraduate students apply self-regulated learning (SRL) strategies when responding to teacher feedback in thesis writing. Grounded in Social Cognitive Theory (SCT) and Cognitive Load Theory (CLT), it aims to reveal how feedback is processed, remembered, and transformed into writing improvement. A qualitative case study design was employed, involving three EFL students from the English Education Department of Universitas Islam Malang. Data were collected through semi-structured interviews and analysis thematically. The findings of this study show that teacher feedback plays a central role shaping EFL students’ writing behavior, motivation, and self-efficacy. Students employed various SLR strategies such as planning, monitoring, reflection, and memory based techniques like note-taking, repetition, and voice recording to process and apply feedback effectively in their thesis writing. These strategies helped them transform feedback into meaningful revisions, demonstrating the interaction between cognitive engagement, emotional responses, and writing performance. Overall, The study concludes that teacher feedback function not only as correction but also as dialogic guidance that fosters autonomy, reflection, and motivation in students’ writing. Theoretically, it deepens understanding of SRL and self-regulated writing; practically, it offers insight for designing feedback that support learner independence. the limitation is the small sample, which reduce generalizability and for future research with large samples.

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