Examining the role of writing proficiency in students’ feedback literacy development
Bibliographic Data
| ID | 21196773 |
|---|---|
| Authors | Yu Zhou (0009-0001-5712-6902, University of Macau), Shulin Yu (0000-0003-1051-311X, University of Macau, corresponding author), Bihao Liu (University of Macau), Lianjiang Jiang (0000-0002-6662-5332, University of Hong Kong) |
| Year | 2024 |
| Volume | 15 |
| Issue | 2 |
| Pages | 671-697 |
| Publication date | 2024-03-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2021-0133 |
| OpenAlex | W4367664188 |
| Language | EN |
| Citations received | 10 |
| References cited | 33 |
While student feedback literacy has received increasing attention in second language education, little is known about the role of writing proficiency in the development of student feedback literacy. This qualitative study examined the characteristics of high and low English writing proficiency (i.e., HP, LP) students’ feedback literacy in second language (L2) writing and identified the factors that shape these students’ feedback literacy. This study involved five LP and five HP students with data collected from semi-structured interviews, students’ drafts, teacher’s written corrective feedback and peer feedback. The results found that both the LP and HP students were cognitively prepared in terms of appreciating feedback value with distinct self-orientation in feedback process and emotionally ready in regulating their affect for gains from handling feedback. Yet, the LP students were found less prepared to benefit from their current feedback practice due to their passive perspective of learner roles. By contrast, HP students displayed their preparedness featured by proactive learner roles in feedback process, well-developed judgement criteria and broader revisions. The internal consistency across dimensions of feedback literacy was also identified for HP students but not for LP students. Factors contributing to the disparity include students’ perception of their writing proficiency, course engagement and their self-regulation ability. Pedagogical implications on enhancing feedback literacy for students with varied writing proficiency levels are provided
Corrective Feedback · Linguistics · Literacy · Mathematics education · Pedagogy · Peer feedback · Perception · Preparedness · Second language · Second language writing · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Generative AI offers more, but students revise less
Exploring the impact of a GenAI-supported feedback practice on student feedback literacy in L2 writing
The influences of international master's students' feedback seeking behaviour on their feedback literacy and feedback contexts
Using peer feedback, teacher feedback and self-assessment to enhance students’ feedback literacy behaviour
Feedback literacy and student engagement with WCF by beginner JFL learners
Different Trajectories of Student Feedback Literacy Development Through Learning‐Centered Feedback Process in University Writing Class
How high-achieving and struggling learners at the novice level engage with written corrective feedback
Relationships between teacher feedback and English writing proficiency in Chinese students
Leveraging self-regulated learning to develop L2 students’ feedback literacy in GenAI-mediated writing environments
Longitudinal effects of feedback from peer, AI, and exemplars on student feedback literacy development
Improving student feedback literacy in academic writing
Engaging with automated writing evaluation (AWE) feedback on L2 writing
Developing evaluative judgement
Conceptualizing feedback literacy
Student reactions to teacher feedback in two Hong Kong secondary classrooms
From Cognitive Modeling to Self-Regulation
“I feel disappointed”
Student feedback literacy and engagement with feedback
Chinese EFL learners’ perception of peer oral and written feedback as providers, receivers and observers
Feedback cultures, histories and literacies
The development of student feedback literacy
Student feedback literacy in L2 disciplinary writing
Understanding student engagement with peer feedback on master’s theses
Developing a learning-centred framework for feedback literacy
Rethinking models of feedback for learning
Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context
Hong Kong secondary students’ self-regulated learning strategy use and English writing
Relative second language proficiency and the giving and receiving of written peer feedback
Exploring Chinese students' strategy use in a cooperative peer feedback writing group
The development of student feedback literacy
What Unskilled ESL Students Do as They Write
Investigating Self-Regulation and Motivation
Using thematic analysis in psychology
The Power of Feedback
| Citations per year | 5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |