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Using peer feedback, teacher feedback and self-assessment to enhance students’ feedback literacy behaviour
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DOI：10.1080/07294360.2025.2549403.png)
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Abstract
En 中文
Student feedback literacy has recently attracted considerable attention as a potential solution to the persistent issue of student disengagement in feedback processes. While prior research has explored the cognitive and affective dimensions of student feedback literacy, the behavioural dimension remains less understood. For a feedback intervention to be successful, it must influence the behavioural dimension of student feedback literacy, specifically what students do in feedback processes. This study investigates the effects of a semester-long multiple-feedback intervention, incorporating peer feedback, teacher feedback, and self-assessment, on the feedback literacy behaviour of Chinese EFL (English as a Foreign Language) writers with different English proficiency: lower-proficiency (LP) and higher-proficiency (HP). Findings reveal significant improvements in students’ feedback literacy behaviour, particularly in providing, seeking and using feedback information as well as managing affect. While both the LP and HP groups improved significantly, the LP group achieved greater overall improvement. The study contributes to existing literature by advancing our understanding of the behavioural development of feedback literacy. It suggests that emphasizing feedback literacy behaviour can significantly enhance feedback engagement and potentially lead to improved learning outcomes.
Keywords:
Feedback literacy
feedback literacy behaviour
agency
peer feedback
self-assessment
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