Different Trajectories of Student Feedback Literacy Development Through Learning‐Centered Feedback Process in University Writing Class

ABSTRACT Despite extensive research on student feedback literacy, there is a lack of studies exploring the individual differences in the developmental trajectories of feedback literacy among students. This study aims to address this gap by conducting a multiple‐case analysis to elucidate the distinct trajectories of high‐, average‐, and low‐achieving students within a university writing course. Data were collected from various sources, including students’ drafts with teacher feedback, teacher‐led group discussions, final submissions, reflective reports, and semi‐structured interviews. The findings reveal that low‐achieving students tend to follow a linear trajectory characterized by minimal engagement in feedback‐eliciting strategies. Average‐achieving students generally exhibit limited feedback‐seeking strategies but demonstrate the ability to critically evaluate feedback. High‐achieving students display a cyclical trajectory, repeatedly revisiting the feedback‐eliciting and processing stages before enacting the feedback. The study identifies dialogue in group discussions, teacher instruction, and prior knowledge as key factors influencing student feedback literacy development. These findings suggest that tailored and timely instruction on the mechanisms of eliciting, processing, and enacting in the learning‐centered feedback process can improve student feedback literacy.