Using Peer Feedback, Teacher Feedback and Self-Assessment to Enhance Students' Feedback Literacy Behaviour
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| Title: | Using Peer Feedback, Teacher Feedback and Self-Assessment to Enhance Students' Feedback Literacy Behaviour |
|---|---|
| Language: | English |
| Authors: | Qiufang Zheng (ORCID |
| Source: | Higher Education Research and Development. 2026 45(3):831-846. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Feedback (Response), Multiple Literacies, Peer Relationship, Teacher Student Relationship, Self Evaluation (Individuals), Student Behavior, Foreign Countries, English (Second Language), Language Proficiency, Behavior Change, Intervention, Business Schools, Intercollegiate Cooperation, Academic Language, Universities, Writing Instruction, Writing Evaluation, Writing Assignments, Writing Skills, College Freshmen |
| Geographic Terms: | China |
| DOI: | 10.1080/07294360.2025.2549403 |
| ISSN: | 0729-4360 1469-8366 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503754 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 0729-4360 1469-8366 |
| DOI: | 10.1080/07294360.2025.2549403 |
