Who perceives more value of teacher feedback? Exploring the roles of college students’ possible second language selves and language learning strategies

Abstract Students can only benefit from teacher feedback if they recognise its value for learning. However, there is still a lack of research to investigate the factors influencing students’ perceptions in context learning English as foreign language. This study investigated impacts two significant individual (i.e. possible second language (L2) selves and strategies) 687 college learners on their perceived grades comments) Chinese university. Structural equation modelling analyses indicated following: (i) Ideal L2 self significantly positively predicted grades, both directly indirectly (mediated by self-regulation strategies). (ii) comments, social strategies (iii) Ought-to mediated memory strategies. The findings highlight proactive roles process. Only students aspire become proficient users frequently use deep strategies, will perceive more take up it better