The Influence of Middle School Students' Feedback Literacy in English on Teachers' Teaching
Year: 2024
Type: article
Abstract: This article aims to review student feedback literacy and its influence on middle school English teaching in China. By reviewing relevant literature, it was found that the theory of student feedback literacy originated in 2012 and is mostly studied abroad, while the theoretical research in this field in China is not so deep. This theory emphasizes the connotation of students' feedback literacy and how students can improve themselves by receiving feedback. In China, some researchers have proposed a localized feedback literacy measurement model, but there are also a series of theoretical frameworks to be studied, such as the man-machine collaborative feedback model and teaching intervention mechanism. In the future, researchers should continue to deepen research on feedback literacy theory, clarify the localization connotation of Chinese students' feedback literacy, promote students' independent development, and integrate it into the feedback system of technical support. This article is helpful in understanding the current research status of student feedback literacy theory and its impact on middle school English teaching.
DOI: 10.62051/yxm4t214
Author: Li Zhou
Institution: Changzhou Institute of Technology
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4401769896