This study explored the role of feedback-seeking behaviors (FSB) in how English-as-a-second langu... more 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.
Second language acquisition theory has traditionally focused on the cognitive and psycholinguisti... more 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.
Hiver and Papi explore the contribution of applying complexity theory (CDST) to theoretical and e... more Hiver and Papi explore the contribution of applying complexity theory (CDST) to theoretical and empirical work on L2 motivation. Through a review of relevant conceptual tools and principles of complexity, the chapter first examines the ways in which a foundation in CDST has informed theory and practice in L2 motivation. These principles are illustrated through examples of recent and ongoing research from a dynamic and situated perspective. Extending this discussion to methodological considerations, the chapter details the utility of CDST as an aid to designing L2 motivation research that prioritizes adaptive and developmental processes. Rounding off the chapter is a proposal for guiding principles for future L2 motivation research designed to correspond with the conceptual tools and principles introduced at the outset of the chapter.
Abstract To further understand the role of individual differences in second language (L2) writing... more Abstract To further understand the role of individual differences in second language (L2) writing, this study investigated how motivation and emotions influence L2 writing achievement. More specifically, it examined how students’ L2 writing future selves (i.e., ideal L2 writing self representing their aspirations, and ought L2 writing self representing their obligations) lead to qualitatively different emotions (anxiety and enjoyment), and how the future selves both directly and indirectly through anxiety and enjoyment affect L2 writing achievement. Questionnaire scales were developed using qualitative data to measure L2 writing selves. The new scales along with existing scales for examining L2 writing anxiety, joy, and motivation, were administered to 85 university students learning English as a Foreign Language (EFL) at a private university in Iran. Multiple regression results showed that the ideal L2 writing self positively predicted L2 writing joy, motivation, and achievement, whereas ought L2 writing self positively predicted L2 writing anxiety and motivation; L2 writing joy and anxiety both predicted L2 writing motivation positively; L2 writing anxiety predicted L2 writing achievement negatively but L2 joy did not. Overall, the findings highlight the qualitative differences in students’ motivation and emotions in L2 writing achievement.
International Journal of Applied Linguistics, Nov 1, 2012
ABSTRACT Within the framework of the L2 motivational self system, the present study investigates ... more ABSTRACT Within the framework of the L2 motivational self system, the present study investigates the temporal evolution of the motivational characteristics of Iranian learners of English as a foreign language (EFL) across three different populations: secondary school, high school, and university students. The data were collected from a number of 1,041 Iranian learners of English using a questionnaire survey specifically developed to be used in the context of Iran. The ANOVA results of the study showed that the promotion-focus variables (i.e. the ideal L2 self, L2 learning experience, instrumentality-promotion, attitudes towards L2 culture and community) generally improved with age up to entry into university; on the other hand, the variables with a preventional regulatory focus (i.e. the ought-to L2 Self, family influence, instrumentality-prevention) declined with age. In addition, the results of the multiple-regression analyses showed that only variables with a promotional orientation predicted motivated learning behavior and the factors predicting motivation and the ideal L2 self were different from the factors associated with the ought-to L2 self. The results are discussed based on the socio-educational context of Iran. The study provides strong evidence for a dynamic perspective towards L2 motivation and possible L2 selves.
Studies in Second Language Acquisition, Jan 29, 2018
The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-b... more The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The participants were randomly assigned to two task conditions. In the gain condition, they started the task with zero points and had to gain 75 points to enter a drawing to win one of three $100 gift cards; in the loss condition, they started with 100 points and had to avoid losing more than 25 points. Multiple regression results partly supported the regulatory fit predictions. Prevention individuals learned significantly more vocabulary items in the loss condition than in the gain condition; but promotion individuals did not learn significantly more vocabulary items in the gain condition than in the loss condition. Theoretical and pedagogical implications, and future research directions are discussed.
The present study examines how learners’ language mindsets (beliefs about the malleability of lan... more 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.
This study explored the role of feedback-seeking behaviors (FSB) in how English-as-a-second langu... more 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.
Second language acquisition theory has traditionally focused on the cognitive and psycholinguisti... more 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.
Hiver and Papi explore the contribution of applying complexity theory (CDST) to theoretical and e... more Hiver and Papi explore the contribution of applying complexity theory (CDST) to theoretical and empirical work on L2 motivation. Through a review of relevant conceptual tools and principles of complexity, the chapter first examines the ways in which a foundation in CDST has informed theory and practice in L2 motivation. These principles are illustrated through examples of recent and ongoing research from a dynamic and situated perspective. Extending this discussion to methodological considerations, the chapter details the utility of CDST as an aid to designing L2 motivation research that prioritizes adaptive and developmental processes. Rounding off the chapter is a proposal for guiding principles for future L2 motivation research designed to correspond with the conceptual tools and principles introduced at the outset of the chapter.
Abstract To further understand the role of individual differences in second language (L2) writing... more Abstract To further understand the role of individual differences in second language (L2) writing, this study investigated how motivation and emotions influence L2 writing achievement. More specifically, it examined how students’ L2 writing future selves (i.e., ideal L2 writing self representing their aspirations, and ought L2 writing self representing their obligations) lead to qualitatively different emotions (anxiety and enjoyment), and how the future selves both directly and indirectly through anxiety and enjoyment affect L2 writing achievement. Questionnaire scales were developed using qualitative data to measure L2 writing selves. The new scales along with existing scales for examining L2 writing anxiety, joy, and motivation, were administered to 85 university students learning English as a Foreign Language (EFL) at a private university in Iran. Multiple regression results showed that the ideal L2 writing self positively predicted L2 writing joy, motivation, and achievement, whereas ought L2 writing self positively predicted L2 writing anxiety and motivation; L2 writing joy and anxiety both predicted L2 writing motivation positively; L2 writing anxiety predicted L2 writing achievement negatively but L2 joy did not. Overall, the findings highlight the qualitative differences in students’ motivation and emotions in L2 writing achievement.
International Journal of Applied Linguistics, Nov 1, 2012
ABSTRACT Within the framework of the L2 motivational self system, the present study investigates ... more ABSTRACT Within the framework of the L2 motivational self system, the present study investigates the temporal evolution of the motivational characteristics of Iranian learners of English as a foreign language (EFL) across three different populations: secondary school, high school, and university students. The data were collected from a number of 1,041 Iranian learners of English using a questionnaire survey specifically developed to be used in the context of Iran. The ANOVA results of the study showed that the promotion-focus variables (i.e. the ideal L2 self, L2 learning experience, instrumentality-promotion, attitudes towards L2 culture and community) generally improved with age up to entry into university; on the other hand, the variables with a preventional regulatory focus (i.e. the ought-to L2 Self, family influence, instrumentality-prevention) declined with age. In addition, the results of the multiple-regression analyses showed that only variables with a promotional orientation predicted motivated learning behavior and the factors predicting motivation and the ideal L2 self were different from the factors associated with the ought-to L2 self. The results are discussed based on the socio-educational context of Iran. The study provides strong evidence for a dynamic perspective towards L2 motivation and possible L2 selves.
Studies in Second Language Acquisition, Jan 29, 2018
The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-b... more The study examined the predictions of regulatory fit theory (Higgins, 2000) in relation to task-based incidental vocabulary learning. A total of 189 English as a second language learners completed a vocabulary pretest, a regulatory focus questionnaire, an integrated reading/writing task, and finally an unannounced vocabulary posttest. The participants were randomly assigned to two task conditions. In the gain condition, they started the task with zero points and had to gain 75 points to enter a drawing to win one of three $100 gift cards; in the loss condition, they started with 100 points and had to avoid losing more than 25 points. Multiple regression results partly supported the regulatory fit predictions. Prevention individuals learned significantly more vocabulary items in the loss condition than in the gain condition; but promotion individuals did not learn significantly more vocabulary items in the gain condition than in the loss condition. Theoretical and pedagogical implications, and future research directions are discussed.
The present study examines how learners’ language mindsets (beliefs about the malleability of lan... more 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.
Uploads
Papers by Mostafa Papi