Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study

Abstract

Although many studies have elaborated the nature and importance of feedback literacy, a longitudinal approach to delving into the development of EFL students’ feedback literacy is scarce. Informed by an evidence-based framework of feedback literacy improvement in the context of academic writing (Yu & Liu, 2021), the study explored the development of feedback literacy of three first-year students who studied English as a Foreign Language (EFL) in understanding, evaluating, reflecting on, and using peer feedback and their emotional responses during a semester-long online writing program. By analyzing students’ voiced peer feedback, written drafts, immediate reflections after peer feedback, monthly reflection journals, end-of-term stimulated recalls and interviews, we found positive changes in their cognitive, behavioral, and emotional capacities in response to peer feedback, and increasing improvement in students’ assessment criteria knowledge through self-reflections after peer feedback, incorporation of peer feedback and reflections into revision. However, students did not develop at the same pace due to personal factors. Variations in students’ reflections and proactive actions were found in relation to the development of feedback literacy evidenced in their revision improvement. Implications for pedagogical facilitation of peer feedback literacy and use of peer feedback in revision in academic writing are discussed.