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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
Language: English
Authors: Mostafa Papi (ORCID 0000-0003-4309-0483), Mahmoud Abdi Tabari (ORCID 0000-0002-8022-5415), Masatoshi Sato (ORCID 0000-0001-7111-3406)
Source: Modern Language Journal. 2024 108(2):489-512.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 24
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Feedback (Response), Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods, Educational Benefits, Writing Instruction, Essays, Error Correction, Writing Evaluation, Writing Improvement, Language Usage, Vocabulary Skills, Prediction, Revision (Written Composition), Undergraduate Students
DOI: 10.1111/modl.12923
ISSN: 0026-7902
1540-4781
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1425026
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: The Importance of Seeking Feedback for Benefiting from Feedback: A Case of Second Language Writing
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Mostafa+Papi%22">Mostafa Papi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4309-0483">0000-0003-4309-0483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mahmoud+Abdi+Tabari%22">Mahmoud Abdi Tabari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8022-5415">0000-0002-8022-5415</externalLink>)<br /><searchLink fieldCode="AR" term="%22Masatoshi+Sato%22">Masatoshi Sato</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7111-3406">0000-0001-7111-3406</externalLink>)
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  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Modern+Language+Journal%22"><i>Modern Language Journal</i></searchLink>. 2024 108(2):489-512.
– Name: Avail
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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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="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Skills%22">Vocabulary Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Revision+%28Written+Composition%29%22">Revision (Written Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/modl.12923
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0026-7902<br />1540-4781
– 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.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1425026
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1425026
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        Value: 10.1111/modl.12923
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 489
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Educational Benefits
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      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Essays
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Vocabulary Skills
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Revision (Written Composition)
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
    Titles:
      – TitleFull: The Importance of Seeking Feedback for Benefiting from Feedback: A Case of Second Language Writing
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            NameFull: Mostafa Papi
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            NameFull: Mahmoud Abdi Tabari
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            NameFull: Masatoshi Sato
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              Type: published
              Y: 2024
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              Value: 1540-4781
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            – TitleFull: Modern Language Journal
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