In second language writing (SLW), how feedback is processed is often deemed critical to the progress of the learners. This research aims to examine how written loop feedback influences student feedback literacy to inform learners of specific areas that require attention for continued development. Aimed at enhancing student feedback literacy, the proposed written feedback loop comprised five main phases, including sharing and initial feedback, reflection and response, discussion for clarification, repetition of the feedback loop, and reflection on the feedback process. The participants in this study included 28 EFL undergraduate students participating in a written loop feedback workshop. Two research instruments were employed. A student writing feedback literacy questionnaire was used to collect data on students’ beliefs and competence in evaluating and using writing feedback across five aspects, namely appreciating feedback, acknowledging different sources, making judgments, managing affect, and taking action; and a peer feedback worksheet was adopted to track students’ progress. The data were analyzed using a paired samples t-test, Pearson correlation, and thematic analysis. The overall results demonstrated significant improvements in several aspects, particularly in acknowledging different feedback sources; furthermore, the relationship between the components of feedback was also found to be more pronounced. It was revealed that, post-intervention, students became more open to different sources of feedback and demonstrated a stronger willingness to engage with them. The findings suggest that incorporating a structured feedback loop may serve as an effective pedagogical intervention within SLW assessment, enhancing learners’ feedback literacy.

Authors:
Sonthaya Rattanasak, Rajamangala University of Technology Suvarnabhumi, Thailand
Benjawan Plengkham, Nakhon Pathom Rajabhat University, Thailand
Patsawut Sukserm, Chulalongkorn University, Thailand

About the Presenter(s)
Sonthaya Rattanasak is Lecturer at the Department of Foreign Languages, Faculty of Liberal Arts, Rajamangala University of Technology, Suvarnabhumi, Thailand. His areas of research interest include second language processing and acquisition, cognitive psychology, instructional media, and technology in language education. His most recent publications appeared in Applied Linguistics Review and Online Journal of Communication and Media Technologies.

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