Becoming Feedback Literate: A Case Study of a Chinese University EFL Teacher

• Published in: The Asia-Pacific education researcher Vol. 33; no. 2; pp. 471 - 479
• Main Authors: Li, Xiaosa, Ke, Ping
• Format: Journal Article
• Language: English
• Published: Singapore Springer Nature Singapore 01.04.2024; Springer Nature B.V
• Subjects: Case studies; Chinese languages; College Faculty; Course Content; Cultural factors; Education; Educational Assessment; Educational Facilities Improvement; Educational Policy and Politics; Educational Practices; Educational Quality; Educational Research; English (Second Language); English as a second language; English as a second language instruction; English teachers; Feedback; Higher education; International and Comparative Education; Language teachers; Learner Engagement; Learning Activities; Learning and Instruction; Literacy; Literature Reviews; Place Based Education; Professional development; Reading Instruction; Reflective practice; Reflective Teaching; Regular Article; Second language learning; Second language teachers; Social factors; Sociology of Education; Student Evaluation; Student Evaluation of Teacher Performance; Student Participation; Students; Teacher education; Teacher Effectiveness; Teaching; Writing Teachers; Feedback-receiving; Feedback-giving; Teacher learning; Teacher feedback literacy
• ISSN: 0119-5646; 2243-7908
• DOI: 10.1007/s40299-023-00743-z

Teacher feedback literacy (TFL) is an important aspect of teacher professional development and can exert a huge impact upon student learning. However, it has not received sufficient attention from higher education researchers or feedback researchers. This study reports a novice Chinese university EFL teacher’s efforts to develop her feedback literacy as both feedback provider and feedback receiver. Data from multiple sources reveal that the subject teacher’s feedback-receiving and feedback-giving practices underwent an evolution over the course of five years, and that the evolution was a product of teacher agency, workplace support, reflective practice, community-based learning and individual learning. This study contributes to feedback research and teacher further education by highlighting the interconnectedness between feedback-receiving and feedback-giving and the interplay between individual, contextual and social cultural factors in TFL development.