Examines feedback-seeking behaviors and corrective feedback preferences in second language learners, suggesting important implications for educational strategies.
Key Points
The study aims to explore the relationship between learners' feedback-seeking behaviors and their preferences for types of corrective feedback in language learning.
Administered a questionnaire to 431 Spanish learners at a US university.
Applied factor analysis and reliability tests to assess psychometric properties.
Conducted linear regression analyses to evaluate predictors of corrective feedback preferences.
Feedback Monitoring positively predicted preferences for explicit types of feedback.
Feedback Inquiry predicted preferences for conversational recast and absence of corrective feedback.
No significant predictors were found for preference for Didactic Recast, and class level did not influence CF preferences.