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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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.