Feedback-seeking behaviors in L2 learners: the predictive role of intellectual humility

With the reconceptualization of feedback as an individual resource that learners proactively engage in, the notion of feedback-seeking behaviour (FSB) has received increasing research attention in language learning contexts. While different variables have been identified as the antecedents of feedback-seeking, the predictive role of intellectual humility has been neglected in this line of research. Therefore, this study examined how intellectual humility (as a composite construct) and its subcomponents (i.e., independence of intellect and ego, openness to revising one’s viewpoint, respect for others’ viewpoints, and lack of intellectual overconfidence) predicted FSBs in L2 learners. The study was conducted through a questionnaire survey with undergraduate EFL students. The results of standard multiple regression analyses revealed the predictive role of intellectual humility (composite) in feedback monitoring, feedback inquiry/teacher, and feedback inquiry/others. The results further revealed that openness to revising one’s viewpoint, respect for others’ viewpoints, and lack of intellectual overconfidence predicted feedback monitoring. For feedback inquiry/teacher, respect for others’ viewpoints, independence of intellect and ego, and openness to revising one’s viewpoint were found to be strong predictors. Finally, independence of intellect and ego and lack of intellectual overconfidence were found to predict feedback inquiry/others. Implications are provided for language instructional programs.