Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing Pub Date : 2025-02-11 DOI:10.1016/j.asw.2025.100920

Ya Zhang , Zhanhao Jiang

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引用次数: 0

Abstract

The introduction of feedback-seeking behavior (FSB) into second language (L2) writing has advanced the understanding of the role of learners as proactive seekers rather than passive recipients of feedback. Nevertheless, the existing literature has primarily focused on identifying personal conative factors as antecedents of FSB in L2 writing, often neglecting the impact of environmental, emotional, and personality trait variables. To address this gap, this study recruited 213 English as a foreign language (EFL) learners to examine how an environmental factor (EFL teacher support), a personal emotional factor (anxiety), and a personal personality factor (grit) individually and jointly predict FSB in L2 writing within the Chinese tertiary context. Structural equation modeling (SEM) results revealed that EFL teacher support directly and positively predicted the two dimensions of FSB, viz. feedback monitoring and feedback inquiry. The mediation analysis demonstrated that EFL teacher support indirectly predicted the two dimensions of FSB via the sole mediation of grit and via the chain mediation of grit and anxiety. However, anxiety did not exhibit a significant mediating effect between EFL teacher support and the two dimensions of FSB. The implications for L2 writing instruction are discussed, and potential avenues for future research are identified.

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教师支持、焦虑和毅力在预测二语写作反馈寻求行为中的相互作用

在第二语言写作中引入反馈寻求行为（FSB）促进了对学习者作为主动寻求者而不是被动反馈接受者角色的理解。然而，现有的文献主要侧重于确定个人创造因素作为二语写作中FSB的前因，往往忽略了环境、情绪和人格特质变量的影响。为了解决这一差距，本研究招募了213名英语学习者，研究环境因素（英语教师支持）、个人情绪因素（焦虑）和个人人格因素（勇气）如何单独和共同预测中国高等教育背景下第二语言写作中的FSB。结构方程模型（SEM）结果显示，教师支持直接正向地预测了反馈监控和反馈询问这两个维度。中介分析表明，教师支持通过砂砾的单一中介和砂砾与焦虑的链式中介间接地预测了FSB的两个维度。然而，焦虑在外语教师支持与外语学生财务稳定性的两个维度之间并没有显著的中介作用。本文讨论了对第二语言写作教学的影响，并确定了未来研究的潜在途径。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessing Writing Multiple-

CiteScore

6.00

自引率

17.90%

发文量

期刊介绍： Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.