The function of feedback in second language writing
DOI:
https://doi.org/10.63313/LLCS.9058Keywords:
Feedback, Feedback-seeking behavior, Second language writingAbstract
Feedback plays an important role in language learning. Feedback-seeking behavior (FSB) includes feedback monitoring and inquiry and the diagnostic information obtained through FSB can help seekers improve their performance. Most of the previous studies have explored the factors that influence FSB, such as language mindsets and motivational factors. However, FSB itself has an important role to play in second language writing. Therefore, this study tries to combine FSB with second language writing to investigate the following questions: 1. What is the role of FSB in second language writing? 2. How can FSB exert its influence in second language writing? This research has selected 20 senior students from science class to join in an semi-structural interview and questionnaire. The results reveal that monitoring feedback unconditionally but inquiring feedback conditionally. Herein, implications for L2 writing pedagogy are provided.
References
[1] Ashford, S. J., Blatt, R., & VandeWalle, D. (2003). Reflections on the looking glass: A review of research on feedback-seeking behavior in organizations. Journal of Management, 29(6), 773–799.
[2] Ashford, S. J., De Stobbeleir, K., & Nujella, M. (2016). To seek or not to seek: Is that the only question? Recent developments in feedback-seeking literature. Annual Review of Organi-zational Psychology and Organizational Behavior, 3, 213–239.
[3] Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322–329.
[4] Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Multi-lingual Matters (Vol. 96).
[5] Cheng, L., & Curtis, A. (2010). English language assessment and the Chinese learner. Routledge.
[6] Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland, & F. Hyland (Eds.), Per-spectives on response. Cambridge: Cambridge University Press.
[7] Ministry of Education of the People's Republic of China. English curriculum standard for general high schools 2017 edition revised in 2020 [M].
[8] Nguyen, P. M., Terlouw, C., & Pilot, A. (2006). Culturally appropriate pedagogy: The case of group learning in a Confucian Heritage Culture context. Intercultural Education, 17(1), 1–19.
[9] Papi, M., Bondarenko, A. V., Wawire, B., Jiang, C., & Zhou, S. (2020). Feedback-seeking be-havior in second language writing: Motivational mechanisms. Reading and Writing, 33(2), 485–505.
[10] Sung, C. C. M. (2022). Agency and feedback-seeking: Academic English socialization of L2 students in Hong Kong. Language and Education, 1–19.
[11] Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369.
[12] Xu, J., & Wang, Y. (2023). Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs. Assessing Writing, 56, 100698.
[13] Yao, Y., & Zhu, X. (2022). Modeling Chinese high school EFL writers’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence. Reading and Writing, 1–23.
[14] Zhan, J., Yao, Y., & Zhu, X. (2023). The mediating effect of feedback-seeking behavior on the relationship between ideal L2 writing self and story continuation writing performance: A multigroup structural equation modeling approach. System, 113, Article 102976.
[15] Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 by author(s) and Erytis Publishing Limited.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
