Feedback-seeking behavior in second language writing: motivational mechanisms

Focused on the effects of different type of feedback on learners’ written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notio...

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Vydáno v:Reading & writing Ročník 33; číslo 2; s. 485 - 505
Hlavní autoři: Papi, Mostafa, Bondarenko, Anna Vitalyevna, Wawire, Brenda, Jiang, Chen, Zhou, Shiyao
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer Netherlands 01.02.2020
Springer
Springer Nature B.V
Témata:
Attention
Behavioral Science Research
Behavioral Sciences
College Students
Education
Educational Resources
Environment
Feedback
Feedback (Response)
Foreign languages
Goal Orientation
Help Seeking
Language
Language and Literature
Language attitudes
Learner Engagement
Linguistics
Literacy
Mediation
Neurology
Predictor Variables
Psycholinguistics
Questionnaires
Reference Materials
Scholarship
Second Language Learning
Second language writing
Second language writing instruction
Second Languages
Self Efficacy
Social Psychology
Social Sciences
Student Motivation
Teaching
Writers
Writing
Writing Evaluation
Writing Instruction
United States > US
Feedback-seeking behavior
Cost-value analysis
Motivation
Written corrective feedback
Mindsets
ISSN:0922-4777, 1573-0905
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Shrnutí:Focused on the effects of different type of feedback on learners’ written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notion of feedback-seeking behavior (Ashford & Cummings, 1983 ) to the field of second language writing and examines its motivational mechanisms using Dweck’s ( 1999 ) theory of mindsets and an overarching cost-value analysis framework (e.g., Ashford & Cummings, 1983 ; Anseel et al., 2015 ). Questionnaire data were collected from 128 foreign language writers from a major public university in the United States. Multiple regression and mediation analyses showed that a growth language mindset predicted the value of feedback, which, in turn, was a strong predictor of both feedback monitoring and feedback inquiry. A fixed language mindset, on the other hand, predicted the cost of feedback seeking, which, in turn, negatively predicted feedback monitoring. The findings offer new venues for second language writing research and pedagogy.
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-019-09971-6