LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:4 April 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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The Mediating Role of Learners’ Feedback Seeking Behavior (FSB) in Writing Developments: Impact on Learners’ Writing Developments and Implications for Teacher Development

Vahid Norouzi Larsari (PhD)

Abstract

The present study explored the mediating role of learners’ feedback seeking behavior (FSB) in writing developments. The study sought to gain a better understanding of the extent to which feedback seeking behaviour affects their writing developments. In order to conduct the present study and collect the required data, the researcher selected 60 learners from the faculties of English Language Teaching at University, Iran. The selected participants were all from the intermediate category. A writing test (i.e. Longman Complete Course TOEFL Test) was administered to the 60 selected students. Both groups were given the same two topics to choose one of them to write in 70 minutes and the tests were scored by 2 raters which were corrected analytically. The test of feedback seeking behaviour was given to the students the same day. The participants were supposed to answer the test in 90 minutes. The results were calculated in SPSS version 22 and then analyzed and reported. The findings of the study demonstrated that feedback seeking behaviour has a statistically significant effect on learners’ writing developments.

Keywords: Feedback Seeking Behaviour, Feedack, Motivation, Writing

1.1 Introduction

Written corrective feedback (WCF) has been considered as an important issue of empirical and theoretical interest in the scope of writing performance among second language (L2) writing students over the last two decades (e.g., Chandler, 2003; Ferris, 1999, 2010; Krashen, 1984; Truscott, 1996). Research has provided various evidence for the relative effectiveness of WCF in improving second language writing performance (Kang & Han, 2015; Russell & Spada, 2006). Generally speaking, research have shown that WCF is viewed as a useful process when it is explicit (e.g., Ferris, 2006), direct (e.g., Bitchener & Knoch, 2010; Manch?n, 2011), and focused on specific linguistic features (e.g., Bitchener & Knoch, 2009; Sheen, 2007).

However, research on WCF remains inconclusive and controversies over the topic linger to date (e.g., Liu & Brown, 2015; Truscott & Hsu, 2008). Because of inconsistent findings in the literature, scholars have attributed them to methodological problems (Hyland & Hyland, 2006; Liu & Brown, 2015) or mediating factors such as second language proficiency or the genre of writing (Kang & Han, 2015). Nevertheless, there is another remarkable issue which might have contributed equally, if not more strongly, to the current state of research on WCF. This gap is the lack of careful consideration of individual learner characteristics as they perceive, process, and apply WCF (Ferris, Liu, Sinha, & Senna, 2013). Shortage of attention to the learner’s role in the feedback process in second language writing can be devoted to researchers’ preoccupation with investigating how teachers’ application of various kinds of WCF (e.g., direct vs. indirect; explicit vs. implicit) affects the accuracy of written products. This key concept of WCF as a teaching resource has overshadowed research in this area at the expense of attention to learners’ engagement in the feedback process, casting second language writers as passive recipients of various kinds of feedback in terms of proactive agents in learners' learning (Bitchener, 2017; Ferris, 2010; Ferris et al., 2013; Hyland, 2011; Kormos, 2012). In order to bridge this significant gap in our comprehending of the process of feedback, a basic change in perspective is required. Such a shift would recast feedback as a learning resource, the value of which is driven by its instrumentality in learners’ pursuit of their goals. Therefore, the aim of the study is to explore the relationship between second language writers’ feedback seeking behavior (FSB) and students’ writing ability. The following research question was posed: RQ1: Is there any statistically significant relationship between Learners’ Feedback Seeking Behavior (FSB) and writing developments?

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Vahid Norouzi Larsari (PhD)
PhD Candidate in Education Program, Faculty of Education
Department of Pre-Primary and Primary Education
Charles University, Prague
vahid.norouzi@pedf.cuni.cz
Tel: +420 775032824
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