Tutors' perceptions of the role of written feedback in promoting self-regulated learning in students: A case study of Durham.

Students’ self-regulated learning is very important in the higher education as students are expected to construct their own knowledge. However, tutors are also supposed to help their students to overcome their difficulties when students study independently. One of the ways to help students is to provide written feedback, which is a crucial part of formative assessment, because in that case, tutors may indicate their students’ weaknesses and give advice to them about how to strengthen those weak learning points. Therefore, it can be said that written feedback is a useful tool to enable students to improve their learning. In the literature, while there is a lot of research regarding the effect of written feedback on student self-regulated learning by measuring students’ abilities, there are few studies about how tutors try to promote their students’ self-regulated learning. Therefore, this study aims to investigate how tutors use written feedback in order to contribute to their students’ self-regulated learning ability. In this study, 37 academics were interviewed from different departments at University of Durham. Phenomenography has been used as a research method to analyse the data