The importance of seeking feedback for benefiting from feedback: A case of second language writing.
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| Title: | The importance of seeking feedback for benefiting from feedback: A case of second language writing. |
|---|---|
| Authors: | Papi, Mostafa1 (AUTHOR) mpapi@fsu.edu, Abdi Tabari, Mahmoud2 (AUTHOR), Sato, Masatoshi3 (AUTHOR) |
| Source: | Modern Language Journal (John Wiley & Sons, Inc.). Jun2024, Vol. 108 Issue 2, p489-512. 24p. |
| Subject Terms: | *College majors, *Student engagement, *State universities & colleges, *Psychological feedback, Multiple regression analysis, Essays |
| Geographic Terms: | United States |
| Abstract: | This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing measures were used to assess the quality of the revised essays and code the WCF provided. Paired‐samples t‐tests showed that the students made statistically significant improvements in all but one (content) of the target measures. Multiple regression analyses showed that WCF predicted improvements in only one measure (language use), whereas the learners' feedback monitoring (an implicit feedback‐seeking strategy involving attending to, processing, and using feedback) predicted the organization, vocabulary, language use, mechanics, as well as the overall quality of the students' revisions. The results suggest that students benefit from WCF only if they seek, process, and use it. These findings confirmed the importance of feedback monitoring in how students benefit from WCF and support a learner‐centered perspective that views students as proactive agents in the feedback process. Theoretical and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Modern Language Journal (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177320817 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The importance of seeking feedback for benefiting from feedback: A case of second language writing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mpapi@fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Abdi+Tabari%2C+Mahmoud%22">Abdi Tabari, Mahmoud</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sato%2C+Masatoshi%22">Sato, Masatoshi</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Modern+Language+Journal+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Modern Language Journal (John Wiley & Sons, Inc.)</searchLink>. Jun2024, Vol. 108 Issue 2, p489-512. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22College+majors%22">College majors</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22State+universities+%26+colleges%22">State universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing measures were used to assess the quality of the revised essays and code the WCF provided. Paired‐samples t‐tests showed that the students made statistically significant improvements in all but one (content) of the target measures. Multiple regression analyses showed that WCF predicted improvements in only one measure (language use), whereas the learners' feedback monitoring (an implicit feedback‐seeking strategy involving attending to, processing, and using feedback) predicted the organization, vocabulary, language use, mechanics, as well as the overall quality of the students' revisions. The results suggest that students benefit from WCF only if they seek, process, and use it. These findings confirmed the importance of feedback monitoring in how students benefit from WCF and support a learner‐centered perspective that views students as proactive agents in the feedback process. Theoretical and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Modern Language Journal (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/modl.12923 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 489 Subjects: – SubjectFull: College majors Type: general – SubjectFull: Student engagement Type: general – SubjectFull: State universities & colleges Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Multiple regression analysis Type: general – SubjectFull: Essays Type: general – SubjectFull: United States Type: general Titles: – TitleFull: The importance of seeking feedback for benefiting from feedback: A case of second language writing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Papi, Mostafa – PersonEntity: Name: NameFull: Abdi Tabari, Mahmoud – PersonEntity: Name: NameFull: Sato, Masatoshi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00267902 Numbering: – Type: volume Value: 108 – Type: issue Value: 2 Titles: – TitleFull: Modern Language Journal (John Wiley & Sons, Inc.) Type: main |
| ResultId | 1 |
