Exploring the Relationship Between Iranian EFL Learners' L۲ Writing Self (Ideal and Ought-to L۲ Writing Selves), Growth Mindset, and Their Feedback-Seeking Behavior

In the existing literature, feedback is often viewed as a one-way transfer of information from teachers to learners, thereby treating the learners as passive recipients. Nevertheless, the introduction of the concept of feedback-seeking behavior (FSB) into L۲ writing has changed the learners’ role to proactive feedback seekers who solicit personally relevant information to improve their writing performance. Accordingly, the present study explored the status of feedback-seeking behavior, growth mindset and L۲ writing selves among ۴۰ BA Iranian students of TEFL. The necessary data were collected through a series of questionnaires related to the main variables and by conducting focus-group interviews. The collected data were analyzed using statistical procedures such as correlation, multiple regression and t-test and the qualitative data were analyzed through thematic analysis. The results indicated statistically significant correlations between the learners' FSB and their growth mindset and L۲ writing selves. The results of multiple regression also pointed to the superiority of the ought-to L۲ writing self in predicting the FSB of the participants. In addition, the independent samples t-test showed statistically significant differences between more- and less-experienced student writers in their tendency towards seeking feedback from their instructors. Furthermore, the focus-group interview data analysis revealed the significant role of the nature and complexity of writing tasks, learners' personal characteristics such as their stress and confusion during the writing process and the nature of teacher-student relationship in influencing their feedback-seeking behavior.

کلیدواژه ها:

feedback-seeking behavior ، growth mindset ، ideal self ، ought-to self ، L۲ writing self