Exploring EFL learners' feedback literacy: Insights from an ELT academic writing classroom

Feedback and its uptake have undeniably been a significant factor in the development and success of learners (Hattie & Timperley, 2007; Mandouit & Hattie, 2023; Wisniewski). Although the significance of student feedback literacy in leveraging feedback opportunities is increasingly acknowledged, the trajectory of student feedback literacy in L2 writing classrooms remains poorly understood (Zang & Mao, 2023). In this respect, the study aims to examine the feedback literacy of EFL learners in a higher education context in Turkey. A mixed-method research design was employed to collect research data from 49 pre-service ELT teachers in their first year at a foundation university. The data was collected using "The Scale of Student Feedback Literacy," which was adapted by Zhang & Mao (2023) for an L2 writing classroom context. The results have indicated that learners are comparatively feedback-literate and the vast majority of the respondents have comparable levels of feedback literacy.