Luan Wenqian, Quan Jianqiang
School of Foreign Languages, East China Normal University, Dongchuan Road No. 500, Shanghai 200241, China.
Behav Sci (Basel). 2025 Apr 27;15(5):584. doi: 10.3390/bs15050584.
The interplay among classroom environment, grit, and enjoyment in shaping the feedback-seeking behavior (FSB) of Chinese English as a Foreign Language (EFL) learners remains underexplored. This study investigates how the classroom psychological environment and L2 grit influence FSB, categorized as feedback monitoring (FM, the passive observation of feedback) and feedback inquiry (FI, proactive requests for clarification), in the context of L2 writing. This study also focuses on the mediating role of foreign language enjoyment (FLE) in this process. A mixed-methods design was utilized to study 612 Chinese junior secondary students aged 13-15 with over five years of formal English instruction. Structural equation modeling (SEM) revealed that perseverance of effort (POE) and consistency of interest (COI), as two dimensions of L2 grit, directly predicted FM (β = 0.19 and 0.27, respectively) but not FI. The classroom environment indirectly enhanced both FM (β = 0.05) and FI (β = 0.09) through FLE. Qualitative interviews highlighted cultural constraints: 83.3% of participants prioritized FM over FI due to face-saving norms, despite high grit levels (M = 3.61 on a 5-point scale), underscoring cultural barriers to proactive feedback-seeking in Chinese collectivist classrooms. These findings validate the tripartite framework of positive psychology in L2 learning and propose strategies to balance institutional support, grit cultivation, and cultural sensitivity in fostering adaptive FSB.
课堂环境、毅力和学习乐趣在塑造中国非英语专业外语学习者的寻求反馈行为（FSB）方面的相互作用仍未得到充分探索。本研究调查了课堂心理环境和二语毅力如何在二语写作背景下影响寻求反馈行为，该行为分为反馈监测（FM，对反馈的被动观察）和反馈询问（FI，主动寻求澄清）。本研究还关注外语学习乐趣（FLE）在此过程中的中介作用。采用混合研究方法对612名13 - 15岁、接受过五年以上正规英语教学的中国初中生进行了研究。结构方程模型（SEM）显示，作为二语毅力两个维度的努力坚持性（POE）和兴趣一致性（COI）直接预测了反馈监测（β分别为0.19和0.27），但未预测反馈询问。课堂环境通过外语学习乐趣间接增强了反馈监测（β = 0.05）和反馈询问（β = 0.09）。定性访谈突出了文化限制：尽管毅力水平较高（5分制下平均分为3.61），但83.3%的参与者因面子规范而优先选择反馈监测而非反馈询问，这凸显了中国集体主义课堂中主动寻求反馈的文化障碍。这些发现验证了二语学习中积极心理学的三方框架，并提出了在培养适应性寻求反馈行为时平衡制度支持、毅力培养和文化敏感性的策略。
