Sun Yunmei, Huang Yuting
School of Foreign Languages, Huazhong University of Science and Technology, Wuhan 430074, China.
Behav Sci (Basel). 2023 Feb 20;13(2):190. doi: 10.3390/bs13020190.
This study investigated the characteristics of feedback-seeking behavior and the underlying motivational antecedents including the mindsets and achievement goals of Chinese EFL learners. Questionnaire data were collected from 677 learners taking English classes at different levels in China for (1) their beliefs about English learning (a fixed or growth mindset), (2) goal orientation in achievement-related situations (development or demonstration goals), and (3) FSB (whether to seek feedback, by what strategies, and from whom). Results indicated that Chinese EFL learners with a growth mindset or demonstration-approach goals proactively seek feedback through variant strategies (i.e., feedback direct inquiry, indirect inquiry, and monitoring) while those with development-approach goals or a fixed mindset seek feedback by monitoring only due to learners' different perceptions of the cost and value attached to different strategies. Furthermore, a demonstration approach partially mediated the predictive role of a growth mindset on three FSBs, while the relationships between feedback monitoring and the two mindsets were partially or fully mediated by a development approach.
本研究调查了中国英语学习者寻求反馈行为的特征以及潜在的动机前因，包括他们的思维模式和成就目标。问卷数据收集自677名在中国参加不同英语水平课程的学习者，涉及（1）他们对英语学习的信念（固定型或成长型思维模式），（2）在与成就相关情境中的目标导向（发展型或展示型目标），以及（3）寻求反馈行为（是否寻求反馈、通过何种策略以及向谁寻求反馈）。结果表明，具有成长型思维模式或展示型目标取向的中国英语学习者会通过多种策略（即直接询问反馈、间接询问反馈和自我监控）主动寻求反馈，而具有发展型目标取向或固定型思维模式的学习者仅通过自我监控来寻求反馈，这是因为学习者对不同策略的成本和价值有不同的认知。此外，展示型目标取向部分中介了成长型思维模式对三种寻求反馈行为的预测作用，而自我监控与两种思维模式之间的关系部分或完全由发展型目标取向所中介。
