English Writing Mindsets and Feedback-Seeking Behaviors of Chinese College EFL Students
DOI:
https://doi.org/10.54097/ijeh.v11i3.15152Keywords:
Chinese EFL Students, Growth mindset, fixed mindset, Feedback-Seeking Behaviors.Abstract
English writing effectively prompts learners to internalize the English language knowledge gained through reading and listening into their own linguistic and communicative competence, and thus comprehensively contributes to the improvement of their overall English language proficiency. English writing is the ultimate and most fundamental measure of students’ language proficiency. This study sought to investigate the relationship between English writing mindsets and feedback-seeking behaviors of selected Chinese EFL students. In this study, quantitative research was used. The respondents comprised 400 college students from three Chinese universities. Correlational analysis was used to handle the data that were gathered utilizing survey questionnaires. The results demonstrated that, on the whole, the participants tended toward a growth mindset in the setting of English writing mindset and that, by using monitoring or inquiry techniques and delaying feedback seeking, they had a favorable attitude toward feedback-seeking behaviors. Furthermore, the T-test findings indicated gender disparities in mindsets, with males having stronger growth mindset than females. Additionally, correlation analysis revealed a strong relationship between English writing mindsets and feedback-seeking behaviors. Students who frequently applied growth mindset also tended to have higher levels of feedback-seeking behaviors. Finally, pedagogical suggestions were put forward based on these findings.
Downloads
References
Babbie, E. R. (2010). The practice of social research (12th ed.). Belmont, CA: Wadsworth Cengage.
Crans, S., Aksentieva, P., Beausaert, S., & Segers, M. (2022). Learning leadership and feedback–seeking behavior: Leadership that spurs feedback seeking. Frontiers in Psychology, 13, 890861.
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random house.
Feltham, M., & Sharen, C. (2015). “What do you mean I wrote a C paper?” Writing, revision, and self–regulation. Collected Essays on Learning and Teaching, 8, 111–146.
GURZYNSKI–WEISS, L. A. U. R. A. (2016). Factors influencing spanish instructors’ in‐class feedback decisions. The Modern Language Journal, 100(1), 255–275.
Li G. F. & Wang N. N. (2018). Research on Feedback Effectiveness: Influencing Factors and Teaching Countermeasures. Theory and Practice of Education (19), 57–60.
Limpo, T., & Alves, R. A. (2014). Implicit theories of writing and their impact on students’ response to an SRSD intervention. British Journal of Educational Psychology, 84, 571–590.
Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. The Modern Language Journal, 101(1), 214–243. doi: 10.1111/modl.12380.
Mori, R. (2011). Teacher cognition in corrective feedback in Japan. System, 39(4), 451–467.
Papi, M., Rios, A., Pelt, H., & Ozdemir, E. (2019). Feedback‐seeking behavior in language learning: Basic components and motivational antecedents. The Modern Language Journal, 103, 205–226. https://doi.org/10.1111/modl.12538
Razali, R., & Jupri, R. (2014). Exploring teacher written feedback and student revisions on ESL students’ writing. IOSR Journal of Humanities and Social Science (JHSS), 19(5), 63–70.
Scott, S. V. (2014). Practicing what we preach: towards a student–centered definition of feedback. Teaching in Higher Education, 19(1), 49–57.
Su Jianhong & Jiang Anqi (2020) The influence of oral corrective feedback on simple past tense acquisition by Chinese English learners: the modulating role of working memory. Foreign Language Education (01), 76–81.
Waller, L., and M. Papi. (2017). “Motivation and Feedback: How Implicit Theories of Intelligence Predict L2 Writers’ Motivation and Feedback Orientation.” Journal of Second Language Writing 35: 54–65.
Wang N., Zhang W., Zhou M., Ding X.W. & Zhang Q. (2021). Changing with Time: Research on the Mechanism of the Timing of Feedback–Seeking to Creativity from the Perspective of Time Pressure. Science & Technology Progress and Policy (23), 141–150
Yang L. J., Yang M. J., Zhang Y. (2013). A comparative study of three feedback methods in English writing teaching in China. Foreign Language Education 34(3):63–67
Yekta, R. R., & Dafe'ian, S. (2016). A study of the effects of time lag between learners' errors and teachers' feedback on the depth of vocabulary knowledge. Theory and Practice in Language Studies, 6(11), 2109.
Yasaei, H. (2016). The Effect of Immediate vs. Delayed Oral Corrective Feedback on the Writing Accuracy of Iranian Intermediate EFL Learners, Theory and Practice in Language Studies, 6 (9), 1780–1790.
Zhou Y. S. (2013). A Contrastive Study of Feedback in College English Writing. Foreign Language World (03),87–96.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
