Feedback-Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents
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| Title: | Feedback-Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents |
|---|---|
| Language: | English |
| Authors: | Papi, Mostafa, Rios, Angel, Pelt, Hunter, Ozdemir, Esra |
| Source: | Modern Language Journal. Spr 2019 103(1):205-226. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Feedback (Response), Second Language Learning, College Students, Decision Making, Student Attitudes, Efficiency, Goal Orientation, Inquiry, Progress Monitoring, Teacher Role, Peer Influence, Student Behavior |
| DOI: | 10.1111/modl.12538 |
| ISSN: | 0026-7902 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1205680 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 0026-7902 |
| DOI: | 10.1111/modl.12538 |
