EFL PREPARATORY PROGRAMME STUDENTS’ FEEDBACK LITERACY IN HIGHER EDUCATION

Abstract

Due to the paradigm shift from a teacher-centred transmission-oriented approach to a learner-centred process-oriented view in the field of education practice in the 21st century, perceptions of assessment and feedback have evolved in a similar manner, and considerable critical attention has been given to the conceptualisation of feedback and feedback literacy (Boud & Molloy, 2013). The issue of feedback has been extensively explored but there has been a noticeable lack of focus on students' feedback literacy despite the importance of their active involvement in feedback processes (Henderson et al., 2019). In this regard, the study aims to investigate students’ feedback literacy in a higher education context in Turkey. For the purpose of the study, a quantitative survey based research design was utilized and the research data in this study were drawn from 161 EFL preparatory class students studying English by using ‘The Scale of Student Feedback Literacy’ developed by Zhan (2022). The data were analysed through descriptive and inferential statistics using SPSS to address the research questions. The findings have revealed that the students are relatively feedback-literate and that the majority of participants have similar levels of feedback literacy