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Motivational Factors Underlying Learner Preferences for Corrective Feedback: Language Mindsets and Achievement Goals

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Title: Motivational Factors Underlying Learner Preferences for Corrective Feedback: Language Mindsets and Achievement Goals
Language: English
Authors: Papi, Mostafa, Wolff, Dominik, Nakatsukasa, Kimi (ORCID 0000-0003-3107-6334), Bellwoar, Emily
Source: Language Teaching Research. Nov 2021 25(6):858-877.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learning Motivation, Preferences, Error Correction, Feedback (Response), Beliefs, Intelligence, Language Proficiency, Achievement Need, Goal Orientation, Correlation, Second Language Learning, Second Language Instruction, Spanish, College Students
DOI: 10.1177/13621688211018808
ISSN: 1362-1688
Abstract: The present study examines how learners' language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners' preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor analytic and multiple regression results showed two clear patterns. A growth language mindset (the belief that language learning ability is malleable) predicted preferences for all types of CF whereas a fixed language mindset predicted a preference for conversational recast and absence of CF. A development-approach goal (concerned with improving one's language competence) positively predicted learners' preference for the explicit types of CF whereas a development-avoidance goal (concerned with maintaining one's second language competence) positively predicted the more implicit types of CF. Demonstration-approach (concerned with displaying superior competence) did not predict any CF type and demonstration-avoidance (concerned with avoiding the display of incompetence) predicted a preference for absence of CF. Using an overarching cost-value model, we discuss how learners' analysis of the self-presentation and ego costs as well as the value of different CF types have led to their preference for one versus another. Future directions and pedagogical implications are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1314278
Database: ERIC
FullText Text:
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  Data: Motivational Factors Underlying Learner Preferences for Corrective Feedback: Language Mindsets and Achievement Goals
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Papi%2C+Mostafa%22">Papi, Mostafa</searchLink><br /><searchLink fieldCode="AR" term="%22Wolff%2C+Dominik%22">Wolff, Dominik</searchLink><br /><searchLink fieldCode="AR" term="%22Nakatsukasa%2C+Kimi%22">Nakatsukasa, Kimi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3107-6334">0000-0003-3107-6334</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bellwoar%2C+Emily%22">Bellwoar, Emily</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. Nov 2021 25(6):858-877.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 20
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  Data: 2021
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  Data: <searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Need%22">Achievement Need</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: 10.1177/13621688211018808
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  Data: 1362-1688
– Name: Abstract
  Label: Abstract
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  Data: The present study examines how learners' language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners' preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor analytic and multiple regression results showed two clear patterns. A growth language mindset (the belief that language learning ability is malleable) predicted preferences for all types of CF whereas a fixed language mindset predicted a preference for conversational recast and absence of CF. A development-approach goal (concerned with improving one's language competence) positively predicted learners' preference for the explicit types of CF whereas a development-avoidance goal (concerned with maintaining one's second language competence) positively predicted the more implicit types of CF. Demonstration-approach (concerned with displaying superior competence) did not predict any CF type and demonstration-avoidance (concerned with avoiding the display of incompetence) predicted a preference for absence of CF. Using an overarching cost-value model, we discuss how learners' analysis of the self-presentation and ego costs as well as the value of different CF types have led to their preference for one versus another. Future directions and pedagogical implications are discussed.
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  Data: 2021
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        Value: 10.1177/13621688211018808
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      – Text: English
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      Pagination:
        PageCount: 20
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      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Preferences
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      – SubjectFull: Error Correction
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Beliefs
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      – SubjectFull: Spanish
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      – SubjectFull: College Students
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      – TitleFull: Motivational Factors Underlying Learner Preferences for Corrective Feedback: Language Mindsets and Achievement Goals
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