Written Feedback-seeking Behavior Of Chinese English Major Learners: The Influence Of Mindset And Achievement Goal

Feedback is an important aspect of L2 writing programme.Extensive studies have been conducted concerning whether and how to provide feedback.However,domestic studies have typically regarded L2 learners as passive feedback recipients,and few studies focus on learners’ motivation in the written feedback process.To bridge this gap,the present study draws on the concept of feedback-seeking behavior in management,and adopts the motivational construct of mindset and achievement goal in educational psychology to investigate the influence of L2 learners’ mindsets and achievement goals on their written feedback-seeking behavior.Questionnaire data of 206 Chinese English major learners were collected.A correlation analysis was firstly run to explore the relationships of learners’ mindsets and achievement goals with six patterns of their written feedback-seeking behavior.Bootstrap tests were then performed to examine the mediation roles of learners’ achievement goals in the effect of their mindsets on different patterns of written feedback-seeking behavior.The results revealed that:(1)In terms of feedback seeking orientation,growth mindset was significantly related with the seeking orientation,and their relationship was mediated by learning goal,while fixed mindset was significantly related with the avoiding orientation.(2)In terms of feedback seeking method,growth mindset positively influenced the monitoring and inquiry methods,and the former effect was mediated by learning goal,while the latter effect was mediated by both learning and performance-approach goals.(3)In terms of feedback seeking source,growth mindset correlated with teacher feedback and peer feedback,with the mediation of both learning and performance-approach goals.(4)In terms of feedback seeking type,growth mindset and fixed mindset were predictors of the form-focused feedback,and both effects were mediated by learning and performance-approach goals,while the contentfocused feedback was predicted by growth mindset,and the effect was mediated by learning goal.(5)In terms of feedback seeking sign,mediated by learning and performance-approach goals,growth mindset was positively related with both positive and negative feedback.(6)In terms of feedback seeking timing,the effect of growth mindset on the non-delayed and delayed feedback was mediated by both learning and performance-approach goals,while the effect of fixed mindset on the delayed feedback was mediated by all types of achievement goals,including learning goal,performanceapproach goal,and performance-avoidance goal.In sum,the present study suggests that in learning process of L2 writing,Chinese English major learners with a growth mindset and learning goal are more likely to seek feedback,and tend to employ different feedback-seeking patterns.Thus,teachers may induce learners to foster a growth mindset and learning goal by emphasizing the significance of learning process and self improvement,so as to enhance learners’ engagement with L2 written feedback.