An Exploration of Foreign Language Teachers’ Perceptions of Feedback Literacy

Feedback literacy—the competencies enabling effective feedback exchange—remains under‐explored from educators’ perspectives in large, non‐Western contexts. This study surveys 1,000 foreign‐language teachers in Mali to map their definitions of feedback literacy and identify systemic enablers and barriers within an ecological framework. A sequential explanatory mixed‐methods design combined an online survey of 19 competencies with focus groups (n = 40). Exploratory factor analysis revealed three clusters—Relational Practices, Design Strategies, and Pragmatic Skills—and qualitative themes showed how classroom dialogues, departmental norms, institutional policies, and cultural reforms interact to shape feedback literacy. Findings inform a multilayered roadmap for professional development and policy benchmarks.