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Individual and Collaborative self-regulatory support: peer assessment & video feedback in an EFL task

Conferences and symposiums

KeywordsTriple Keywords
Learning process
Flow (Psychology)
Concentration (Psychology)
Language and languages
Foreign languages
Context (Linguistics)
Grammar, Comparative and general--Context
Situation (Linguistics)
Individuation (Philosophy)
Individuals (Philosophy)
Particulars (Philosophy)
World literature
Western literature (Western countries)


International audience Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. The conceptualization of self and socially regulated learning (SSRL) has recently received much attention and peer assessment (PA) has been found to increase the use of metacognitive activity. The present study aimed to identify self-regulatory strategies in oral English as a Foreign Language (EFL) tasks. We studied the SR strategies deployed by 10 learners within the context of a PA task using an assessment form paired with video feedback in the context of English language learning at a French university. These interactions were filmed and discussed in individual self-confrontation interviews. Our study reveals three key findings in line with an evolution of the literature towards a more socio-constructivist approach: firstly, the role played by experience in supporting learners in their roles as assessors and assessees. Second, that PA can be enhanced as a truly collaborative activity in which learners interact, construct goals and meaning together, and regulate their strategic behaviours together. Third, that appropriate contextual affordances can stimulate self-feedback and SSRL. And finally, a recognition of the need to ensure psychological safety as a condition for successful PA activities.

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