Goal Orientation, Implicit Theory of Ability and Feedback-seeking in English Courses

Abstract

Drawing on Dweck’s (1986) goal orientation (GO), this study examines how GO is associated with learner beliefs and learning behaviors. It specifically investigates the extent to which GO explains feedback-seeking behaviors in English courses, and further explores how implicit theory of writing ability predicts feedback-seeking behaviors in writing. Forty-four EFL learners completed a questionnaire. It inquired learners’ GO, a learning orientation (mastering skills), a performance-approach orientation (demonstrating one’s excellence), and a performance-avoidance orientation (hiding one’s incompetence). Implicit theories of writing ability are examined in light of an incremental view (a belief that writing ability can grow with effort) and an entity view (a belief that writing ability is an inherent talent). Feedback-seeking in English courses was examined in both in-class and out-of-class settings, and feedback-seeking in writing represented their positive orientation to writing feedback. Results indicated that a learning orientation significantly predicted both in-class and out-of-class feedback-seeking, and a performance-avoidance orientation also explained In-class feedback-seeking. Furthermore, an incremental view of writing ability significantly predicted positive orientation to writing feedback. Theoretical and pedagogical implications are discussed.