Education

What matters in the cultivation of student feedback literacy: exploring university EFL teachers’ perceptions and practices

Z. Xie and W. Liu

This qualitative study, conducted by Zhenfang Xie and Wen Liu, delves into the perceptions and practices of Chinese university EFL teachers regarding the cultivation of student feedback literacy. Through interviews and classroom observations, it uncovers a gap in awareness and purposeful development in this critical area, while also highlighting teachers' subconscious efforts to promote literacy amidst existing challenges. Discover the insights that could reshape feedback practices in education.

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Playback language: English

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Abstract

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

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