The absence of instructional support during peer feedback prevents students from engaging with peer feedback. This study adopted regulated dialogic feedback as the instructional foundation and investigated its impact on students' engagement using an experimental research design. Students in the experimental group (n = 26) performed the feedback…

Self-regulation has been found to be integral to academic learning in traditional classroom environments. Social cognition theory highlights the significant relationships between academic self-efficacy, internet self-efficacy, and work experience in years on self-regulation in the context of traditional classroom learning. However, there is a…