Facilitating the needed language acquisition components of communicative input and output (Krashen, 1985; Long, 1996; Swain, 1985) has historically been difficult in online language learning environments (Hurd, 2006). Additionally, learners may reside in locations where the target language is not widely used. They may also be accustomed to teacher-centered approaches and find distance courses challenging due to the transactional distance between the learner and instructor (Moore, 2013), and the need to control the factors that affect their learning, or be self-regulated (Zimmerman & Risemberg, 1997). Information and communications technology enables dialogue among the learners and teacher, which can contribute to successful online language learning and the facilitation of self-regulated behaviors. Collaborative control (White, 2003), as opposed to complete learner independence, involves instructors responding to students in ways that encourage self-regulation. This presentation reports on a teacher response strategy in an online advanced English language writing course. The practice entails providing writing tips with explanations of common errors and web links for further study. This strategy provides technology-mediated whole-class feedback that requires learners to monitor their performance and revise their writing in contrast to teacher-centered error correction. The effectiveness of the approach, examined through student writing samples and feedback, is shared.