A revised model of feedback-seeking behavior in SLA: toward improved conceptualization and measurement

Abstract This study proposed and tested a revised model of feedback-seeking behavior in second language acquisition. The revised model included feedback elicitation, monitoring, and use. In two studies, data were collected from 207 learners enrolled in Spanish classes at a large public university in Florida and 294 learners of English at a multi-branch private language institute in Iran. Exploratory factor analyses generally combined CF Monitoring and CF Use, whereas confirmatory factor analyses favored the hypothesized three-factor model, with stronger support in Study 2. The scales demonstrated acceptable convergent validity and internal consistency, although the distinction between Monitoring and Use was limited in Study 1 and improved in Study 2. Hierarchical multiple regression analyses further showed that the overall FSB index significantly predicted self-assessed L2 proficiency in both contexts, although the unique contributions of the individual components varied across samples. Overall, the findings supported the tripartite model of FSB, defined as learners’ proactive efforts to elicit, monitor, and use CF to enhance their L2 production. Theoretical and practical implications are discussed, and future research directions are outlined.