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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
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Efficiency%22">Efficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink>
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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      – SubjectFull: Second Language Learning
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      – SubjectFull: College Students
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      – SubjectFull: Progress Monitoring
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      – SubjectFull: Peer Influence
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