feedback-literacy
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- PaperLanguage Teaching24 Jul 2026
Writing assessment literacy and feedback literacy in second language writing
Zhicheng Mao, Shulin Yu, Icy Lee
This paper explores the intersection of writing assessment literacy and feedback literacy in second language writing contexts.
- PaperAssessing Writing21 Jul 2026
Student-AI collaboration in peer feedback: Effects on perceived feedback quality, emotional responses, and feedback literacy development
Hua Wang, Kai Guo
A quasi-experimental study with 60 Chinese EFL undergraduates found that using generative AI (Doubao) for peer feedback support led to significant improvements in perceived feedback quality, higher task enjoyment, lower anxiety, and enhanced feedback literacy across all dimensions. However, students primarily used AI for linguistic refinement rather than content or structure enhancement.
Original abstract
This study investigates how English as a foreign language (EFL) student reviewers engage in open-ended, dialogic interactions with generative artificial intelligence (AI) during the feedback generation process in peer assessment within EFL writing classrooms. It examines the impact of these interactions on feedback quality perceived by recipients, emotional responses (task enjoyment and anxiety), and feedback literacy. A quasi-experimental design was employed with 60 Chinese undergraduate students, divided into an experimental group (EG) that used generative AI (Doubao) for support and a control group (CG) that did not. Over three intervention cycles, data from chat histories, feedback quality ratings by recipients, and pre/post questionnaires on emotions and feedback literacy were analyzed. The results indicated that EG students primarily employed AI for linguistic refinement of their comments, with limited use for enhancing the content or structure. Nevertheless, AI support led to significant, progressive improvements in the perceived quality of feedback, particularly in affect, description, justification, and constructiveness. Furthermore, EG students reported significantly higher task enjoyment and lower anxiety compared to the CG. The intervention also positively enhanced all dimensions of feedback literacy: knowledge and abilities, willingness to participate, cooperative learning, and appreciation of peer feedback. The findings suggest that generative AI can serve as a powerful scaffold, reducing the emotional and cognitive burdens of peer assessment while fostering a more supportive and effective feedback environment. This study underscores the value of integrating AI into peer feedback practices to develop students’ feedback literacy and improve the overall quality of peer learning experiences.
- PaperComputers & Education1 Jul 2026
Developing L2 writing student self-assessment literacy through AI-generated feedback and AI chain-of-thought: An action research study with lower-proficiency university EFL learners
Pan Ye, Shulin Yu, Icy Lee, Chenggang Liang
This action research study explored how AI-generated feedback and AI chain-of-thought can develop self-assessment literacy in lower-proficiency university EFL learners during L2 writing.
- PaperAssessment & Evaluation in Higher Education4 Jun 2026
When ‘good teaching’ isn’t enough: learning environments that affect student feedback literacy
Caroline Xin Liu, Lily M. Zeng
A mixed-methods study of 547 Mainland Chinese undergraduates in Hong Kong found that assessment for understanding and clear goals significantly predicted feedback literacy, while good teaching and teacher feedback did not. Constructive alignment in programme-level learning environments, rather than teaching quality alone, is crucial for cultivating sustainable feedback literacy.
Original abstract
Despite the growing interest in student feedback literacy for student learning, how it is shaped within programme-level learning environments and its influence on learning outcomes remain underexplored. Even fewer studies have focused on how non-local students may experience this despite the key factors that were reported to have an impact on student feedback literacy would be different in their case. Using mixed methods, this project investigates the relationship among programme-level learning environments, feedback literacy, and learning outcomes. Study 1 analysed quantitative data from 547 Mainland Chinese undergraduates in Hong Kong. Structural equation modelling revealed that assessment for understanding and clear goals and standards significantly predicted feedback literacy, which mediated the effects of learning environments on learning outcomes, whereas good teaching and teacher feedback were not significantly associated with student feedback literacy. Study 2, based on interviews with fifteen students, indicated that aligned assessment designs and transparent standards were the key factors that enhanced student feedback literacy, explaining why teaching-related aspects may be less directly involved in creating affordances. The findings advance understanding of feedback literacy as influenced by the learning environments in the higher education context. The study highlights the critical role of constructive alignment in cultivating sustainable feedback literacy and improving student learning outcomes.