Nouri, Mohammad

The Relationship between Feedback-Seeking Behavior, Mindsets, and L2 Motivational Self-System: The Case of Iranian EFL Learners

AbstractCorrective feedback has been mainly studied as a teaching resource in SLA The presentstudy examined the notion of corrective feedback as a learning resource among Iranianlanguage learners To this end Ashford s 1986 model of feedback seeking behavior Dweck s 1999 mindsets and Dornyei s model of L2MSS 2005 were employed inthe context of language learning Questionnaire data from 577 Iranian universitystudents 361 males 216 females indicated that learners made conscious decisionsregarding whether to seek feedback from what source and by what method Thedecisions about feedback seeking strategies had meaningful relationships with thelearners mindsets and motivation types The results indicated that learners with agrowth mindset and ideal L2 self sought feedback through both monitoring and inquirymethods Learners with a fixed mindset and ought to L2 self were more inclined toinquiry methods with the exception that learners with ought to L2 self only soughtfeedback from others Learners with high L2 learning experience tended to receivefeedback from all possible sources Furthermore the probable mediating role of L2MSSin the relationship between mindsets and FSB was investigated exhibiting only partialmediating role in this relationship These results can be used to enhance learners perception of their mindsets and encourage teachers to use more appropriate comments Keywords Corrective feedback Feedback seeking behavior Motivation L2Motivational self system Mindsets vi