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.

中文翻译：

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寻求反馈以从反馈中受益的重要性：第二语言写作案例

本研究探讨了反馈寻求行为 (FSB) 在英语作为第二语言 (ESL) 学习者如何从书面纠正反馈 (WCF) 中受益方面的作用。 76 名在美国一所重点大学参加 ESL 写作课程的学习者完成了 FSB 调查问卷，撰写了一篇叙述性论文，其论文获得了 WCF，并有机会在修改论文时寻求进一步的反馈。使用五种写作措施来评估 WCF 提供的修改后的论文和代码的质量。配对样本t-测试表明，除了一项（内容）目标措施外，学生们在所有目标措施上都取得了统计上显着的进步。多元回归分析表明，WCF 仅预测一项指标（语言使用）的改进，而学习者的反馈监控（一种涉及关注、处理和使用反馈的隐式反馈寻求策略）预测了组织、词汇、语言使用、机制，以及学生复习的整体质量。结果表明，学生只有在寻求、处理和使用 WCF 时才能受益。这些发现证实了反馈监控对于学生如何从 WCF 中受益的重要性，并支持以学习者为中心的观点，即将学生视为反馈过程中的积极主动者。讨论了理论和教学意义。