English Writing Mindsets and Feedback-Seeking Behaviors of Chinese College EFL Students

Abstract

English writing effectively prompts learners to internalize the English language knowledge gained through reading and listening into their own linguistic and communicative competence, and thus comprehensively contributes to the improvement of their overall English language proficiency. English writing is the ultimate and most fundamental measure of students’ language proficiency. This study sought to investigate the relationship between English writing mindsets and feedback-seeking behaviors of selected Chinese EFL students. In this study, quantitative research was used. The respondents comprised 400 college students from three Chinese universities. Correlational analysis was used to handle the data that were gathered utilizing survey questionnaires. The results demonstrated that, on the whole, the participants tended toward a growth mindset in the setting of English writing mindset and that, by using monitoring or inquiry techniques and delaying feedback seeking, they had a favorable attitude toward feedback-seeking behaviors. Furthermore, the T-test findings indicated gender disparities in mindsets, with males having stronger growth mindset than females. Additionally, correlation analysis revealed a strong relationship between English writing mindsets and feedback-seeking behaviors. Students who frequently applied growth mindset also tended to have higher levels of feedback-seeking behaviors. Finally, pedagogical suggestions were put forward based on these findings.