Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation

By L. Waller, Mostafa Papi. 2017

185 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/37a0f1391e1f9791efe14efda4d627e2ada322c2

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Citations in the corpus

Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents (2019, background): “The results showed that the two factors (Appendix B), representing a Growth L2 Mindset and a Fixed L2 Mindset , explained 75.7% of the variance, confirming the two-factor solution emerged in the studies by Lou and Noels (2017) and Waller and Papi (2017).”
Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, background): “A growth language mindset has been found to predict higher L2 writing motivation of English as a Second Language (ESL) students and a positive orientation towards feedback on their writing (Waller and Papi 2017).”
Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, methodology): “Four items were adopted from Waller and Papi ’ s (2017) L2 writing motivation scale, which has shown good psychometric properties (Waller & Papi, 2017).”
L2 grit: Passion and perseverance for second-language learning (2020, background): “Recently, some SLA researchers have highlighted the role that language learners’ mindsets may play in L2 learning and use (e.g. Lou & Noels, 2016; Waller & Papi, 2017).”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “In EFL/ESL contexts, empirical research shows that the students with a growth mindset adopted a feedback seeking orientation in English writing (e.g. analysing the teacher’s questions and clarifying comments with the teacher) instead of a feedback avoiding orientation (Waller & Papi, 2017).”
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT (2020, background): “Waller and Papi (2017) also made language mindset more specific by focusing on implicit theories of writing intelligence and examined their relations to writingmotivation and orientations toward written corrective feedback.”