Motivations Behind Feedback Seeking in L2 Writing

This book explores the motivational factors driving second language learners to seek teacher feedback on writing, focusing on mindsets, goal orientations, and feedback-specific beliefs.

It critically examines how these motivations influence feedback-seeking behaviour, with empirical evidence highlighting the proximal role of feedback-specific beliefs. The author proposes testable hypotheses on these constructs and outlines future research directions, including redefined feedback-seeking strategies, enhanced research designs, and advanced statistical modelling. Practical recommendations for educators aiming to foster effective feedback-seeking behaviours are also provided.

Targeted at researchers and graduate students in applied linguistics, second language acquisition, educational psychology, and writing studies, this volume also serves language educators and curriculum developers interested in learner motivation and feedback processes.