This qualitative study explored Chinese university EFL teachers' perceptions and practices regarding student feedback literacy cultivation. Semi-structured interviews with nine teachers and classroom observations revealed a lack of awareness in purposefully developing student feedback literacy, stemming from a teacher-centered view of feedback and a shortage of relevant policies. However, teachers subconsciously promoted literacy through cognitive steering, behavioral regulation, and affective support in unsystematic interventions. The study highlights the need for teachers to deepen their understanding of feedback and calls for policy support.
Publisher
Humanities and Social Sciences Communications
Published On
Jan 24, 2024
Authors
Zhenfang Xie, Wen Liu
Tags
student feedback
literacy cultivation
teacher perceptions
EFL teachers
qualitative study
education policies
cognitive steering
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