Effects of corrective feedback on writing motivation and anxiety: A structural equation model of adult CSL learners in Vietnam

Abstract

Corrective feedback plays a crucial role in improving the second language (L2) writing by reducing errors and increasing motivation. However, its impact on writing anxiety and proficiency, particularly among adult learners of Chinese as a second language (CSL) in Vietnam, remains underexplored, especially across different proficiency levels. This study addresses this research gap by examining how corrective feedback influences the motivation and anxiety levels of 229 Vietnamese university students majoring in Chinese. Data were collected through a questionnaire and analyzed using structural equation modeling (SEM). The students were categorized into three groups based on their performance in a set writing task: normal, good, and excellent. The findings reveal that greater acceptance of corrective feedback, whether from peers or teachers, was associated with higher writing motivation and lower anxiety. Interestingly, students in the normal group demonstrated lower motivation, which was linked to their limited use of effective writing strategies. However, this effect decreased as their writing skills improved. Importantly, the positive effects of corrective feedback on motivation and anxiety were consistent across all performance levels, regardless of the students’ actual writing proficiency. These results highlight the universal benefits of corrective feedback and provide valuable insights for educators aiming to promote effective L2 writing practices.