Moshksar, Mehdi

EFL Teachers’ Conception of Students’ Writing Intelligence, Teacher Care, Teacher Feedback, and their Relationship with Students’ Writing Motivation

AbstractThe purpose of this study was to find the relationships among teachers conception of students writing intelligence teacher care and teacher feedback and also teacher care and teacherfeedback with students writing motivation in the realm of English Language Teaching ELT To this aim four scales were developed to measure the aforementioned constructs Theparticipants consisted of 60 English as a Foreign Language EFL teachers and their 200 studentswho were learning English in private language institutes The correlations among these scalesand their subscales were investigated The findings suggested that the Confirmatory FactorAnalysis CFA model of teachers conception of students writing intelligence i e modularity increasability and applied ELT are associated with the nature of teacher writing feedback andcare Moreover the results revealed that teachers conceptions of students writing intelligencesignificantly affect how they evaluate their students p 05 Multiple regression resultsshowed that the incremental theory of writing intelligence the belief that writing intelligence isdynamic and can grow through effort and experience significantly and positively predicted theteachers writing feedback and teacher care Moreover the incremental theory of writingintelligence but not the entity theory of writing intelligence was indirectly a statisticallysignificant predictor of students writing motivation In the end implications were provided inthe context of teaching Key words writing intelligence teacher feedback teacher care writing motivation vii