Developing student feedback literacy through GenAI-supported student-teacher feedback co-creation: A mixed-methods study

Feedback co-creation is an effective strategy to increase students’ proactivity. Yet, limited studies have delved into the co-creation process between students and teachers in a GenAI-mediated environment and the impact of feedback co-creation on student feedback literacy. This mixed-methods case study explored how GenAI-supported feedback co-creation shaped students’ development of feedback literacy at a university in Hong Kong. Findings from pre-post feedback literacy surveys, observations of feedback dialogues, and interviews showed that GenAI-supported feedback co-creation could improve students’ evaluative judgements, proactivity, elicitation and uptake of feedback. GenAI facilitated feedback co-creation by helping students clarify unclear criteria, interpret teacher feedback, and assess the quality of draft revisions. Implications are drawn to construct a preliminary GenAI-supported student-teacher feedback co-creation model and to guide students’ meaningful use of GenAI for metacognitive monitoring in feedback processes.