Impact of learner-centred feedback on developing student feedback literacy and EFL writing performance in Chinese tertiary education

Although it is acknowledged that student feedback literacy (SFL) is important for students to effectively learn from feedback, little is known about how to develop it in EFL writing classes. This research employed a learner-centred feedback (LCF) approach, which combined automated writing evaluation (AWE) with feedback training, peer feedback, self-feedback and a feedback reflective journal, and investigated its effects on developing SFL and EFL writing performance. A quasi-experimental design was applied, using two intact classes from a Chinese university. The experimental group received LCF while the control group received conventional AWE. The data collected included pre-, post- and delayed post-intervention questionnaire responses as well as writing test scores. Results revealed that the LCF group demonstrated superior performance in comparison to the control group in terms of SFL and writing performance. The present research propels the conceptual research of SFL by offering empirical support and advances the research of EFL writing pedagogy. Future research could explore learner perceptions of the LCF approach in SFL development and EFL instruction.