Examining the Roles of Language Mindsets in Iranian EFL Learners’ Feedback Literacy, Feedback Engagement, and Writing Performance
محورهای موضوعی : Journal of Studies in Learning and Teaching EnglishSamaneh Imandar 1 , Mohammad Taghi Farvardin 2 , Seyed Foad Ebrahimi 3
1 - Department of Foreign Languages Teaching, Bushehr Campus, Islamic Azad University, Bushehr, Iran
2 - Department of Foreign Languages Teaching, Ahvaz Campus, Islamic Azad University, Ahvaz, Iran
3 - Department of Foreign Languages Teaching, Shadegan Campus, Islamic Azad University, Shadegan, Iran
کلید واژه: Language Mindsets, Feedback Literacy, Feedback Engagement, Writing Performance,
چکیده مقاله :
This study examined the role of Iranian EFL learners’ language mindsets in developing their feedback literacy, feedback engagement, and writing performance. Data were collected from 210 Iranian EFL learners via a battery of questionnaires validated for language mindsets, feedback literacy, and feedback engagement, alongside a standardized writing test to assess writing performance. Structural equation modeling (SEM) was used to analyze the data. The initial model included all theoretically relevant paths; however, it provided a poor fit to the data. After removing non-significant paths, the revised model fit the data satisfactorily. The results pinpointed fixed language mindset as a negative predictor of writing performance, whereas growth language mindset positively predicted feedback literacy and feedback engagement. Moreover, feedback literacy and feedback engagement were found to mediate the relationship between growth mindset and writing performance. Given these findings, it becomes paramount to nurture growth mindset among learners while enhancing their abilities to effectively engage with feedback for the betterment of writing outcomes. The study inspired useful ideas for educators and policymakers, pointing toward a more integrated approach between mindset theories and feedback practices in language-learning curricula.
This study examined the role of Iranian EFL learners’ language mindsets in developing their feedback literacy, feedback engagement, and writing performance. Data were collected from 210 Iranian EFL learners via a battery of questionnaires validated for language mindsets, feedback literacy, and feedback engagement, alongside a standardized writing test to assess writing performance. Structural equation modeling (SEM) was used to analyze the data. The initial model included all theoretically relevant paths; however, it provided a poor fit to the data. After removing non-significant paths, the revised model fit the data satisfactorily. The results pinpointed fixed language mindset as a negative predictor of writing performance, whereas growth language mindset positively predicted feedback literacy and feedback engagement. Moreover, feedback literacy and feedback engagement were found to mediate the relationship between growth mindset and writing performance. Given these findings, it becomes paramount to nurture growth mindset among learners while enhancing their abilities to effectively engage with feedback for the betterment of writing outcomes. The study inspired useful ideas for educators and policymakers, pointing toward a more integrated approach between mindset theories and feedback practices in language-learning curricula.
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