Understanding partnerships in teacher and student feedback literacy: Shared responsibility

ABSTRACT

Feedback literacy has been phenomenally studied across research and practices in the past decade. However, the partnership in teacher and student feedback literacy (TFL and SFL) has been scarcely studied. As a response, this study explored the statistical relationship between TFL and SFL and the perceptions of feedback-literate students and teachers, using two parallel questionnaires’ data from 200 students and 20 teachers at a southwestern Chinese university. Analyses revealed mismatched understandings of the TFL and SFL (at micro and macro level) and a medium positive correlation between TFL and SFL (at meso and macro level). Such empirical evidence validates that student–teacher partnerships should be well foregrounded to improve their feedback literacy. Meanwhile, new empirical insights – ‘awareness of the student–teacher partnership’ and ‘perception of the relationship between feedback and learning effects’ – should be added to existing SFL frameworks.

KEYWORDS:

• Student–teacher partnership
• teacher feedback literacy
• student feedback literacy
• feedback literacy framework
• educational innovations

Acknowledgments

We would like to express our greatest gratitude to Prof. Cecilia Guanfang Zhao for her guidance and feedback on the earlier draft of this manuscript. We are also indebted to the constructive comments and feedback from editors and the anonymised reviewers, as well as our participants’ generous support. However, all remaining errors are ours.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Authorship contribution statement

Chi CHEN mainly conceptualized the research ideas presented in the manuscript, collected and analysed data, and composed the manuscript. Andy Jiahao LIU proofread and reviewed the manuscript and addressed comments from editors and reviewers in a critical manner. Both authors revised and approved the final version of the manuscript.

Data availability statement

The data that support the findings of this study are available on request from the corresponding author. The dataset is not publicly available since it contains information that could compromise the privacy of research participants.

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/14703297.2022.2153722

Additional information

Notes on contributors

Chi Chen

Chi Chen is a graduate student majoring in English Studies at the University of Macau. His research interests include feedback literacy, language assessment, and language teaching and learning.

Andy Jiahao Liu

Andy Jiahao Liu currently serves as an Assistant Instructor of English Language and Literature Studies at BNU-HKBU United International College. His research interests centre on second language writing, language assessment literacy, and language assessment fairness and justice.