The Impact of Teacher Feedback Literacy on EAP Student Writing: Two Case Studies from a Taiwanese Public University (73303)

Session Information: Assessment Theories & Methodologies
Session Chair: Mohammad Ahmadi

Thursday, 23 November 2023 14:20
Session: Session 4
Room: Room 608
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Emerging empirical evidence suggests that feedback literacy is an important factor in examining higher education (HE) feedback practices (Molloy, Boud, & Henderson, 2020). Models have demonstrated how the feedback literacy of teachers and students interact and contribute to effective uptake (Carless & Winstone, 2020). In English as an additional language (EAL) contexts, relatively few studies have investigated the role of feedback literacy in the feedback process or their interrelated effect on feedback uptake and subsequent writing improvement (Lee, 2017).

Drawing on a multiple-case study design, this research explores the relationship between how teacher feedback literacy could influence students’ responses to feedback on EAL writing in a Taiwanese public university. To unpack the connections between teacher feedback literacy and student feedback uptake, course syllabi, course materials, teachers’ oral and written feedback, and student and teacher interviews were deductively coded and analysed based on Carless and Winstone’s feedback literacy framework. Students' drafts and revisions were also examined to assess their immediate responses to feedback.

Results show that the two teachers, with varying traits of teacher feedback literacy, influenced their students differently. Teacher A, who adopted a more teacher-centric approach to feedback, was more successful in impacting students to directly employ teacher feedback for writing revisions. On the other hand, results from Case B, in which the teacher implemented a more student-centred feedback practice, revealed more traces of student feedback literacy. This research contributes to validating feedback literacy frameworks in HE and provides context-specific evidence for EAL writing, offering insights into feedback efficacy.

Vicky Chang, University of Melbourne, Australia

About the Presenter(s)
Ms Vicky Chang is a University Doctoral Student at University of Melbourne in Australia

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00