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Proactive Language Learning Theory

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Bibliographic Details
Title: Proactive Language Learning Theory
Language: English
Authors: Mostafa Papi (ORCID 0000-0003-4309-0483), Phil Hiver (ORCID 0000-0002-2004-7960)
Source: Language Learning. 2025 75(1):295-329.
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: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Second Language Learning, Learning Theories, Learning Strategies, Linguistic Input, Interaction, Information Seeking, Feedback (Response)
DOI: 10.1111/lang.12644
ISSN: 0023-8333
1467-9922
Abstract: Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners' cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions, motivations, and affect). Language learning behavior, however, has remained largely neglected and under-theorized. To address this gap, this paper proposes the proactive language learning theory, which delineates the agentic and strategic behaviors that learners employ to learn an additional language. These behaviors include input-seeking behavior, interaction-seeking behavior, information-seeking behavior, and feedback-seeking behavior. This paper presents theoretical arguments supporting the proposal, describes the four behavioral dimensions of the theory, and outlines general hypotheses concerning the contextual and learner-related antecedents of these behaviors and their effects on L2 outcomes. Finally, the potential implications of this theory for advancing our understanding of L2 learning and instruction are discussed.
Abstractor: As Provided
Notes: https://oasis-database.org
Entry Date: 2025
Accession Number: EJ1460379
Database: ERIC
FullText Text:
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  Data: Proactive Language Learning Theory
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– Name: Author
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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="%22Phil+Hiver%22">Phil Hiver</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2004-7960">0000-0002-2004-7960</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. 2025 75(1):295-329.
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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
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  Data: 35
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  Data: 2025
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Seeking%22">Information Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
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  Data: 10.1111/lang.12644
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  Data: 0023-8333<br />1467-9922
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  Label: Abstract
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  Data: Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners' cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions, motivations, and affect). Language learning behavior, however, has remained largely neglected and under-theorized. To address this gap, this paper proposes the proactive language learning theory, which delineates the agentic and strategic behaviors that learners employ to learn an additional language. These behaviors include input-seeking behavior, interaction-seeking behavior, information-seeking behavior, and feedback-seeking behavior. This paper presents theoretical arguments supporting the proposal, describes the four behavioral dimensions of the theory, and outlines general hypotheses concerning the contextual and learner-related antecedents of these behaviors and their effects on L2 outcomes. Finally, the potential implications of this theory for advancing our understanding of L2 learning and instruction are discussed.
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  Data: https://oasis-database.org
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  Data: 2025
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      – SubjectFull: Learning Theories
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      – SubjectFull: Learning Strategies
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