Date

2021-10

Author

Kara, Ceren

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

743
views

1025
downloads

Cite This

Feedback literacy refers to learners’ competence and tendency to understand feedback information, make an evaluative judgment and use it to improve work and learning. The present study attempted to unveil feedback types, amount, and timing; and the indicators of feedback literacy along with the enhancing and impeding factors for feedback literacy. To answer the research questions of the study, a basic qualitative research design was employed. In total, 39 undergraduate students enrolled in English Language Teaching Program of two public universities and one private university in Ankara, Turkey, participated in the study. Semi-structured interviews were used to collect data. An inductive content analysis of qualitative data was conducted to generate codes and themes. During the coding process, the focus was constantly on the research questions consisting of four categories: feedback type, amount, and timing; feedback literacy; factors enhancing feedback literacy; and factors impeding feedback literacy. As a result, the findings of the current study revealed that the amount and timing of feedback depended on assessment methods and other factors such as task, teacher, and the number of mistakes. The indicators of student feedback literacy encompassed appreciating feedback, making judgment, managing affect, and taking action. Lastly, the factors both enhancing and impeding feedback literacy were found to be comprised of instructional factors, feedback characteristics, learner characteristics, and social factors.

Subject Keywords

Feedback, Effective feedback, Feedback literacy, Higher education, Basic qualitative research

URI

https://hdl.handle.net/11511/93177

Collections

Graduate School of Social Sciences, Thesis