Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents

By Mostafa Papi, Angel Rios, H. Pelt, E. Ozdemir. The Modern Language Journal, 2019

150 citations recorded by the source corpus.

This study investigated the concept of corrective feedback in second language learning as a learning resource, recasting it as feedback-seeking behavior. Dweck's (1999) mindsets, Korn and Elliot's (2016) achievement goals, and Ashford's (1986) model of feedback-seeking behavior were re-operationalized in the context of language learning. Questionnaire data from 287 college students studying foreign languages in the United States confirmed that learners make calculated decisions regarding whether to seek feedback, by what method, and from what source, based on their own perceptions of the costs and values associated with different feedback-seeking strategies, which are, in turn, largely predicted by the learners? language mindsets and achievement goals. Learners with a growth language mindset and development-approach goals sought feedback using both monitoring and inquiry methods and from teachers and others. Learners with a fixed language mindset and demonstration goals sought feedback only by method of inquiry but from different sources depending on the valence (approach vs. avoidance) of their goals.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5c6d615933ef396654032f64df62d5ebf303aa24

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Somayeh Tahmouresi
2. Mostafa Papi
3. E. Ozdemir

In Language and Linguistics

1. Somayeh Tahmouresi
2. E. Ozdemir
3. Mostafa Papi
4. Y. Teimouri
5. Ali H. Al-Hoorie
6. E. Abdollahzadeh
7. D. Lasagabaster
8. Z. Dörnyei

In Literature and Literary Theory

1. Somayeh Tahmouresi
2. Mostafa Papi
3. E. Ozdemir
4. Y. Teimouri
5. D. Lasagabaster
6. Ali H. Al-Hoorie

Citations in the corpus

• Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, methodology): “…valuable (Papi, Bondarenko et al. 2020), proactively seek feedback on their language skills using di ff erent strategies and from di ff erent sources (Papi et al., 2019), and are less likely to show rejection sensitivity while speaking to native speakers of their target language (Lou and Noels 2019).”
• Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, methodology): “Similar to these results, Papi et al. (2019) found that whereas ideal L2 selves led to the eager and maximal use of the target language, ought L2 selves resulted in vigilant and minimal L2 use to avoid making mistakes.”