Understanding the Mechanism of Writing Feedback Literacy on Undergraduate Students’ Writing Performance

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division H - Section 3: Assessment in Schools Virtual Poster Session

Abstract

Despite advancements in understanding student feedback literacy, its effects on feedback engagement and writing performance remain underexplored. Additionally, cross-linguistic perspectives have not yet been integrated into this research area, despite their growing relevance in L1 and L2 studies. This study investigated the relationship between L1 and L2 writing feedback literacies and their influence on L2 feedback engagement and writing performance. Data from 231 English major sophomores at a Chinese university revealed that L1 feedback literacy positively impacted L2 feedback literacy. Moreover, L1 feedback literacy indirectly influenced L2 writing performance through L2 feedback literacy and engagement. These findings highlight the critical role of L1 feedback literacy in L2 development and underscore its link to feedback engagement. Pedagogical implications are discussed.

Authors

• Qi Lu, The Chinese University of Hong Kong

• Yuan Yao, Hong Kong Polytechnic University

• Siyu Zhu, The Hong Kong Polytechnic University