Journal Article10.1111/MODL.12538
Feedback‐Seeking Behavior in Language Learning: Basic Components and Motivational Antecedents
103
TL;DR: The authors investigated the concept of corrective feedback in second language learning as a learning resource, recasting it as feedback-seeking behavior and found 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 feedbackseeking strategies, which are, in turn, largely predicted by the learners.
read more
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.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching
TL;DR: The authors reviewed existing studies of learners' mindsets in language education to summarize current knowledge and to identify research gaps, and highlighted that learners' mental states are associated with various motivational factors in a meaning-making system that guides learners' emotional responses and behavioural acts across different situations.
177
Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language
TL;DR: In this article , the mediating role of boredom in the structural model of classroom social climate, growth language mindset, boredom, and student engagement among English as a foreign language learners was examined.
138
Breaking the vicious cycle of language anxiety: Growth language mindsets improve lower-competence ESL students’ intercultural interactions
TL;DR: This article found that fixed (vs. growth) language mindsets were linked to negative perceptions of language-based rejection and self-and experimenter-reported contact avoidance and encouraged future communication among those with low (but not with high) perceived English competence.
124
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
Somayeh Tahmouresi,Mostafa Papi +1 more
TL;DR: In this paper, the role of individual differences in second language (L2) writing was investigated, and the authors highlighted the qualitative differences in students' motivation and emotions in L2 writing achievement.
115
Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context
TL;DR: In this article , a model of ideal L2 self, growth language mindset, boredom and willingness to communicate (WTC) among English major students was proposed to explore antecedents of second language (L2) learning.
81
References
The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.
Reuben M. Baron,David A. Kenny +1 more
TL;DR: This article seeks to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating the many ways in which moderators and mediators differ, and delineates the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena.
A social-cognitive approach to motivation and personality
Carol S. Dweck,Ellen L. Leggett +1 more
TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
Affect- and Cognition-Based Trust as Foundations for Interpersonal Cooperation in Organizations
TL;DR: In this paper, the authors addressed the nature and functioning of relationships of interpersonal trust among managers and professionals in organizations, the factors influencing trust's development, and the implications of trust for behavior and performance.
7.2K
Classrooms: Goals, structures, and student motivation.
TL;DR: In this paper, the authors examine the classroom learning environment in relation to achievement goal theory of motivation and argue for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other.
6.5K
•Book
Self-theories: Their Role in Motivation, Personality, and Development
Carol S. Dweck
- 01 Jan 1999
TL;DR: Theories of intelligence create high and low effort as mentioned in this paper... Theories and goals predict Self-Esteem Loss and Depressive Reactions, and why confidence and success are not enough.
5.8K