Investigating EFL students’ feedback literacy behaviours: What they actually do?

Melati; Radiatan Mardiah; Susanah; Lilik Ulfiati

doi:10.22437/proca.v1i3.50590

Authors

Melati Universitas Jambi, Jambi, Indonesia
Radiatan Mardiah Universitas Jambi, Jambi, Indonesia
Susanah Universitas Jambi, Jambi, Indonesia
Lilik Ulfiati Universitas Jambi, Jambi, Indonesia

DOI:

https://doi.org/10.22437/proca.v1i3.50590

Keywords:

EFL, Feedback Literacy, Feedback Behaviour, Higher Education, Student Engagement

Abstract

Feedback literacy plays a crucial role in the language learning process. It bridges the instruction and the student's development. Despite growing interest in feedback literacy research, no study has been conducted about this topic in English as a Foreign Language (EFL) contexts in Jambi. Therefore, this study explores the feedback literacy behaviours of EFL students, focusing on their actual practices and engagement with feedback processes. Data were collected using a self-report feedback literacy behaviour scale (FLBS) administered via Google Forms to 117 English Education students at a public university in Jambi, Indonesia. Among the five aspects of feedback literacy, the highest mean is for using feedback information (4.87), and the lowest is for providing feedback information (4.51). The findings reveal that the majority of students demonstrate a high level of feedback literacy, particularly in seeking feedback information, making sense of it, and managing its effects. Nevertheless, they rarely provide feedback, especially to peers. This discrepancy highlights a gap between students' conceptual awareness and their active participation in feedback dialogues. The study highlights the need for pedagogical strategies that not only cultivate feedback comprehension but also encourage reciprocal feedback practices to enhance learning outcomes in EFL contexts.

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Author Biography

Melati, Universitas Jambi, Jambi, Indonesia

Universitas Jambi, Jambi, Indonesia

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