Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing

Abstract

The introduction of feedback-seeking behavior (FSB) into second language (L2) writing has advanced the understanding of the role of learners as proactive seekers rather than passive recipients of feedback. Nevertheless, the existing literature has primarily focused on identifying personal conative factors as antecedents of FSB in L2 writing, often neglecting the impact of environmental, emotional, and personality trait variables. To address this gap, this study recruited 213 English as a foreign language (EFL) learners to examine how an environmental factor (EFL teacher support), a personal emotional factor (anxiety), and a personal personality factor (grit) individually and jointly predict FSB in L2 writing within the Chinese tertiary context. Structural equation modeling (SEM) results revealed that EFL teacher support directly and positively predicted the two dimensions of FSB, viz. feedback monitoring and feedback inquiry. The mediation analysis demonstrated that EFL teacher support indirectly predicted the two dimensions of FSB via the sole mediation of grit and via the chain mediation of grit and anxiety. However, anxiety did not exhibit a significant mediating effect between EFL teacher support and the two dimensions of FSB. The implications for L2 writing instruction are discussed, and potential avenues for future research are identified.