Applying a teacher feedback literacy framework in English for academic purpose writing

Teacher feedback literacy plays a crucial role in effective feedback processes in higher education. Scholars have recently developed theoretical frameworks to guide research in this area. However, there remains a gap in empirical research which explores these frameworks within authentic educational contexts. In response, this study uses a prominent teacher feedback literacy framework to examine feedback practices in a Taiwanese university English for academic purposes (EAP) writing context. Specifically, this research explores critical considerations in the relationship between teacher feedback literacy and learner uptake, with findings that extend beyond current framings of this concept. Employing a comparative case study methodology of two teachers (Teacher A and Teacher B), multiple data sources were analysed to explore how differences in how teachers’ approaches to feedback literacy influenced learner uptake over a single writing cycle. Findings highlight the impact and trade-offs of different approaches on uptake, learner engagement, and learning. Research implications include contributions to the ongoing dialogue on enhancing feedback literacy, with propositions to better align theoretical frameworks with diverse educational practices and authentic contexts. By exploring practical applications of teacher feedback literacy, this research also offers insights that may improve both teaching and learning in higher education EAP settings.