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

Proceedings Academic Universitas Jambi · Vol. 1 No. 3 (2025) · hlm. 1252–1257

DOI
10.22437/proca.v1i3.50590
Terbit
2025-12-16
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

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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Rekan penulisOrganisasiArtikel bersama
Putri Ayu PramestiNational Research and Innovation Agency1
Muhamad Rodhi SupriyadiNational Research and Innovation Agency1
Muhammad Reza AlfinNational Research and Innovation Agency1
Rita NoverizaNational Research and Innovation Agency1
Dono WahyunoNational Research and Innovation Agency1
Dyah ManoharaNational Research and Innovation Agency1
MiftakhurohmahNational Research and Innovation Agency1
Riki WarmanAndalas University1
Siti HardiyantiNational Research and Innovation Agency1
AsnawiAfiliasi tidak diketahui1
Yulhenli ThabranAfiliasi tidak diketahui1
Duty VolyaAfiliasi tidak diketahui1
Nunung FajaryaniAfiliasi tidak diketahui1
RD. M. AliAfiliasi tidak diketahui1
Fatan Tsarif AlmuqsithAfiliasi tidak diketahui1
Annisa Rizkika RamadhaniAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/PROCA/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Investigating EFL students’ feedback literacy behaviours: What they actually do?</dc:title>
	<dc:creator xml:lang="en">Melati</dc:creator>
	<dc:creator xml:lang="en">Mardiah, Radiatan</dc:creator>
	<dc:creator xml:lang="en">Susanah</dc:creator>
	<dc:creator xml:lang="en">Ulfiati, Lilik</dc:creator>
	<dc:subject xml:lang="en">EFL</dc:subject>
	<dc:subject xml:lang="en">Feedback Literacy</dc:subject>
	<dc:subject xml:lang="en">Feedback Behaviour</dc:subject>
	<dc:subject xml:lang="en">Higher Education</dc:subject>
	<dc:subject xml:lang="en">Student Engagement</dc:subject>
	<dc:description xml:lang="en">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.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-12-16</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/PROCA/article/view/50590</dc:identifier>
	<dc:identifier>10.22437/proca.v1i3.50590</dc:identifier>
	<dc:source xml:lang="en">Proceedings Academic Universitas Jambi; Vol. 1 No. 3 (2025): English Education International Conference (EDUTICON); 1252-1257</dc:source>
	<dc:source>10.22437/proca.v1i3</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/PROCA/article/view/50590/22872</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 melati, Radiatan Mardiah, Susanah, Lilik Ulfiati</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>