Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2023-12-28 DOI:10.1016/j.stueduc.2023.101318

Yuan Yao , Shulin Yu , Xinhua Zhu , Siyu Zhu , Wanru Pang

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引用次数: 0

Abstract

Second language (L2) writing teachers’ personal beliefs can shape their feedback-giving practices. As a burgeoning area in L2 education, the mindsets framework offers us a novel theoretical perspective to analyze the impact of personal belief on feedback-giving practices. With 288 university English writing teachers from 28 provinces in China, this study examined their growth and fixed mindsets, as well as the five types of feedback-giving practices: scoring feedback, written corrective feedback, process-oriented feedback, expressive feedback, and peer and self-feedback. Paired sample t-test reported that teachers held significantly higher levels of growth than fixed mindsets. Repeated measures analysis of variance results indicated that expressive feedback was the most frequently used feedback approach, whereas written corrective feedback the least used approach. Structural equation modeling results found that growth mindsets were positively associated with all five types of feedback approaches, while fixed mindsets were only positively related to written corrective and process-oriented feedback. We interpreted the underlying mechanisms behind the varied associations between growth versus fixed mindsets with the five types of feedback-giving practices, and proposed suggestions for L2 writing teacher education.

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考察中国大学英语写作教师对学生写作能力的心态和反馈实践

第二语言（L2）写作教师的个人信念会影响他们的反馈实践。作为第二语言教育的一个新兴领域，思维定势框架为我们分析个人信念对反馈实践的影响提供了一个新颖的理论视角。本研究以来自中国28个省份的288名大学英语写作教师为研究对象，考察了他们的成长型和固定型思维模式，以及五种反馈实践类型：评分反馈、书面纠正反馈、过程导向反馈、表达性反馈、同伴和自我反馈。配对样本 t 检验表明，教师的成长型思维模式明显高于固定型思维模式。重复测量的方差分析结果表明，表达式反馈是最常用的反馈方法，而书面纠正式反馈是最不常用的反馈方法。结构方程建模结果发现，成长型思维模式与所有五种反馈方式都呈正相关，而固定型思维模式只与书面纠正型反馈和过程导向型反馈呈正相关。我们解释了成长型思维模式与固定型思维模式与五种反馈方式之间不同关联背后的内在机制，并提出了对后进生写作教师教育的建议。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.