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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Vydané v:	Reading & writing Ročník 33; číslo 2; s. 485 - 505
Hlavní autori:	Papi, Mostafa, Bondarenko, Anna Vitalyevna, Wawire, Brenda, Jiang, Chen, Zhou, Shiyao
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Dordrecht Springer Netherlands 01.02.2020 Springer Springer Nature B.V
Predmet:	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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Abstract	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.
AbstractList	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. 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.
Audience	Higher Education Postsecondary Education
Author	Zhou, Shiyao Jiang, Chen Wawire, Brenda Papi, Mostafa Bondarenko, Anna Vitalyevna
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SubjectTerms	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
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Title	Feedback-seeking behavior in second language writing: motivational mechanisms
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