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Feedback-seeking behavior in second language writing: motivational mechanisms.

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Title: Feedback-seeking behavior in second language writing: motivational mechanisms.
Authors: Papi, Mostafa1 (AUTHOR) mpapi@fsu.edu, Bondarenko, Anna Vitalyevna1 (AUTHOR), Wawire, Brenda2 (AUTHOR), Jiang, Chen1 (AUTHOR), Zhou, Shiyao1 (AUTHOR)
Source: Reading & Writing. Feb2020, Vol. 33 Issue 2, p485-505. 21p.
Subject Terms: *Verbal behavior, *Psychological feedback, *Language research, Multiple regression analysis
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. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mpapi@fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Bondarenko%2C+Anna+Vitalyevna%22">Bondarenko, Anna Vitalyevna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wawire%2C+Brenda%22">Wawire, Brenda</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jiang%2C+Chen%22">Jiang, Chen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhou%2C+Shiyao%22">Zhou, Shiyao</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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