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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)
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.
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