Modeling chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence

Abstract

The feedback-seeking behavior (FSB) framework offers a novel perspective for analyzing second language (L2) learners’ proactive agency in processing teacher feedback. While research has identified associations among language mindsets, goal orientations, and FSB in L2 speaking classes, this line of inquiry should be extended to L2 writing education where students’ responses to teacher feedback have received increasing attention. Particularly, the role of writing competence in this process needs to be examined. This study was conducted at a prestigious public high school in southwest mainland China, with a sample of 462 12th grade students. Our path model provided the following three major findings. First, growth mindset students may pursue learning or performance-approach goals. Regardless of writing competence, they would both inquire and monitor teacher feedback. Second, learning oriented growth mindset students preferred feedback monitoring, whereas performance-approach oriented growth mindset students preferred feedback inquiry. Third, only highly proficient fixed mindset students pursued performance-approach goals, which could lead to both feedback monitoring and inquiry, with a slight inclination toward the latter; meanwhile, less proficient fixed mindset students were unlikely to do so. Finally, we make pedagogical suggestions based on these findings.

Appendices

Appendix A: Questionnaire

Fixed mindset items:

• 1. You have a certain amount of English writing talent, but you can’t really do much to change it.

• 2. Your English writing talent is something about you that you can’t change very much.

• 3. You can learn new things, but you can’t really improve your English writing skills.

Growth mindset items:

• 1. No matter who you are, you can significantly change your English writing skills.

• 2. You can always greatly change how talented you are in English writing.

• 3. No matter how talented you are in English writing, you can always improve your writing skills.

Performance-approach goal items:

• 1. I am motivated by the thought of outperforming my peers in English writing class.

• 2. I want to do well in English writing class to show my ability to my family, friends, advisors, or others.

• 3. It is important to me to do well compared to others in English writing class.

Performance-avoidance goal items:

• 1. I’m afraid that if I ask my teacher a “dumb” question, they might not think I’m very smart.

• 2. My goal for English writing class is to avoid performing poorly.

• 3. I worry about the possibility of getting a bad grade in English writing class.

Learning goal items:

• 1. I want to learn as much as possible from English writing class.

• 2. In English writing class, I prefer course material that really challenges me so I can learn new things.

• 3. I desire to completely master the material presented in English writing class.

Feedback monitoring items:

• 1. When I get my papers back, I read all of the comments carefully.

• 2. I pay close attention when my teacher corrects my writing mistakes.

• 3. When my teacher points out mistakes in my writing, I try not to make them again.

• 4. I try to remember my teacher’s comments on my writing mistakes.

• 5. I try to learn from my teacher’s comments on my writing problems.

Feedback inquiry items:

• 1. When I do not understand my teacher’s comments on my writing, I ask her/him to clarify.

• 2. I ask my teacher to tell me what I do wrong in my writing.

• 3. I ask my teacher to tell me how I can improve my writing.

• 4. I ask my teacher to point out my writing weaknesses.

• 5. I ask my teacher to show me strategies to improve my writing.

Appendix B: Continuation writing task

Please write two paragraphs to form a short essay based on the following material and the beginning sentences of the two paragraphs.

I was in my room, unwilling to head to the community theatre with “my brother” Henry. He was just adopted by my parents recently. I was not in the mood for being onstage with him.

“Kirstie, come here,“ my mom called. Following her voice, I found her outside the bathroom, holding a wet book. She gave the book a shake. “Henry’s book was in the bathtub. Did you put it there?” She glared at me, something she never did before Henry came to our home. I didn’t wet his book on purpose. Tears of hurt clouded my eyes. Worse still, she promised to buy him a new copy. My heart ached. Henry was stealing my mother’s love. He was ruining my life.

Meanwhile, Henry was just nearby, absorbed in working on a complicated rope knot (绳结)as usual. Why did a boy like him do the girly work? Far from manly!

Soon, it was time to have to set off to the community theatre. As Henry walked ahead of us to the car, my mom took me aside and said in a low voice, “It’s the first time for Henry to be onstage. Be kind to him, Honey. I nodded but sighed. Being kind didn’t use to be hard. But after Henry moved in, everything felt different. The theatre used to be a special place for my parents and me. With Henry involved, it didn’t seem so special any more.

Finally, it was our stage time. My heart beat wildly. I forgot my annoyance at Henry for a while. As we kids lined up, ready to act out our short play, I realized how loosely I had tied the drawstring (束带)on my skirt. Sure enough, my skirt began to drop. Laughter from the audience could be heard, and even though I was wearing shorts under my skirt, I could feel my face burst into flames. However, my hands were full. If only someone could help me out!

Attention please:

• 1. The number of words in the continuation writing should be about 150.

• 2. Please write the two paragraphs on the answer sheet.

Paragraph 1:

Right then, Henry sensed my embarrassment.

Paragraph 2:

After the performance, I found Henry and tapped him on the arm gratefully.