2025/09/07 by Qiufang Zheng, David Boud, Phillip Dawson · 1 voice
Social Sciences · Psychology · #Student Assessment and Feedback #Reflective Practices in Education #Innovative Teaching and Learning Methods
paper · doi:10.1080/07294360.2025.2549403
openalex publication_date 2025/09/07 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/02
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.