Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs

This mixed-method study quantitatively examined the effects of growth mindsets, ideal and ought-to L2 writing selves, and academic buoyancy on feedback-seeking behaviors (FSB) through a questionnaire survey with undergraduate students in an L2 writing context. In addition, a semi-structured interview was conducted concurrently with four participants to explore their feedback-seeking experiences concerning English writing. The findings showed that growth mindsets, ideal L2 writing self, and academic buoyancy positively predicted FSB. The interviewed L2 learners used feedback monitoring extensively but used feedback inquiry depending on teacher's feedback type. Consistent with the quantitative results, L2 learners were externally motivated to seek feedback, such as passing examinations, building rapport with course instructor, and being a qualified English major; they could survive the writing setbacks by manipulating and using multiple writing resources and believed that effort could make a difference compared to writing intelligence. More importantly, the qualitative findings uniquely revealed that the teacher's indirect feedback, teacher's assessment practices, and peer pressure also contributed to FSB. The implications for L2 writing instruction are discussed.