Modeling chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence

The feedback-seeking behavior (FSB) framework offers a novel perspective for analyzing second language (L2) learners’ proactive agency in processing teacher feedback. While research has identified associations among language mindsets, goal orientations, and FSB in L2 speaking classes, this line of i...

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Published in:Reading & writing Vol. 37; no. 3; pp. 539 - 561
Main Authors: Yao, Yuan, Zhu, Xinhua
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.03.2024
Springer Nature B.V
Subjects:
Academic achievement
Chinese languages
Classroom communication
Competence
Education
English (Second Language)
English as a second language
English language learners
Feedback
High School Students
Language
Language and Literature
Learning
Linguistics
Literacy
Neurology
Objectives
Psycholinguistics
Public schools
Second language teachers
Second language writing
Secondary school students
Secondary schools
Social Sciences
Student teacher relationship
Students
Teachers
Writing
Writing instruction
Writing Skills
Feedback-seeking behavior
English writing competence
Goal orientations
Language mindsets
ISSN:0922-4777, 1573-0905
Online Access:Get full text
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Summary:The feedback-seeking behavior (FSB) framework offers a novel perspective for analyzing second language (L2) learners’ proactive agency in processing teacher feedback. While research has identified associations among language mindsets, goal orientations, and FSB in L2 speaking classes, this line of inquiry should be extended to L2 writing education where students’ responses to teacher feedback have received increasing attention. Particularly, the role of writing competence in this process needs to be examined. This study was conducted at a prestigious public high school in southwest mainland China, with a sample of 462 12th grade students. Our path model provided the following three major findings. First, growth mindset students may pursue learning or performance-approach goals. Regardless of writing competence, they would both inquire and monitor teacher feedback. Second, learning oriented growth mindset students preferred feedback monitoring, whereas performance-approach oriented growth mindset students preferred feedback inquiry. Third, only highly proficient fixed mindset students pursued performance-approach goals, which could lead to both feedback monitoring and inquiry, with a slight inclination toward the latter; meanwhile, less proficient fixed mindset students were unlikely to do so. Finally, we make pedagogical suggestions based on these findings.
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-022-10339-6