Correction to: Feedback-seeking behavior in second language writing: motivational mechanisms     

Papi  Mostafa  Bondarenko  Anna Vitalyevna  Wawire  Brenda  Jiang  Chen  Zhou  Shiyao 《Reading and writing》2020,33(2):507-509

Reading and Writing - The original publication of the article contained errors in the tables.  相似文献   

Feedback-seeking behavior in second language writing: motivational mechanisms     

Papi  Mostafa  Bondarenko  Anna Vitalyevna  Wawire  Brenda  Jiang  Chen  Zhou  Shiyao 《Reading and writing》2020,33(2):485-505

Focused on the effects of different type of feedback on learners’ written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notion of feedback-seeking behavior (Ashford & Cummings, 1983) to the field of second language writing and examines its motivational mechanisms using Dweck’s (1999) theory of mindsets and an overarching cost-value analysis framework (e.g., Ashford & Cummings, 1983; Anseel et al., 2015). Questionnaire data were collected from 128 foreign language writers from a major public university in the United States. Multiple regression and mediation analyses showed that a growth language mindset predicted the value of feedback, which, in turn, was a strong predictor of both feedback monitoring and feedback inquiry. A fixed language mindset, on the other hand, predicted the cost of feedback seeking, which, in turn, negatively predicted feedback monitoring. The findings offer new venues for second language writing research and pedagogy.

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The return of plasticity     

Bondarenko  Olesya 《Metascience》2020,29(2):293-296

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THE DEMOCRATIZATION OF EDUCATION: BASIC PRINCIPLES     

Ye. G. Bondarenko  A.V. Kozulin 《Higher Education in Europe》1991,16(1):74-78

Social progress being based on an efficient education system and greater efficiency being linked to democratization, immediate steps must be taken to democratize education at all levels in line with the steps being taken to democratize society. Educational democratization is based on the interaction of four major interrelated components: the democratization of the forms of educational activity, the democratization of the content of education, the humanization of the functioning of education institutions and extra‐curricular student activities, and the democratization of the interactions of education with the other spheres of social life. The tasks at hand require the co‐operation of legislators, economists, sociologists teachers, and educational administrators and the passage of a new comprehensive law on education.  相似文献