Helping Students Learn through Students Feedback Literacy Method


  • Xiaomin Li Associate Professor, Deputy Director of the Tourism and Trade Department, Beihai Vocational College, China.
  • Minying Mo Professor, Guangxi Arts University, China
  • Ding Zhao Associate Professor, Shandong Transport Vocational College, China

DOI: 10.14456/abacodijournal.2023.40
Published: 2023-10-24


Feedback Literacy, Student Feedback Literacy, Teacher Feedback Literacy, Peer Feedback, Strategies


Feedback is the critical element to improve students’ learning quality. During the ten years, many papers have focused on the students’ feedback literacy (SFL) and teachers’ feedback literacy (TFL). This article aims to systematize the core research concept of different teams and suggest strategies for training SFL. For the qualitative method, the researchers interviewed 26 teachers from two vocational colleges in China. For the quantitative method, the authors analyzed 523 students’ data and questionnaires to determine whether there is significant difference between them. Although there is no significant difference the two college between the south and north part of China, using feedback effectively is an important life skill required to function effectively in the workplace and relationships. We summarize crucial ideas about designing effective feedback strategies throughout the paper. With this in mind, we invite readers to consider what small changes you would make to your practice and how you would share your learning with your colleagues and students.



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How to Cite

Li, X., Mo, M., & Zhao, D. . (2023). Helping Students Learn through Students Feedback Literacy Method. ABAC ODI JOURNAL Vision. Action. Outcome, 11(1), 231-244.