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Exploring writing feedback literacy among Chinese high school English teachers: current status and influencing factors

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  • Ya Yu
  • Jianfen Ying

Abstract

Despite the crucial role of teacher feedback literacy, empirical investigations into EFL instructors' feedback literacy within writing classroom settings remain underexplored. Grounded in the feedback literacy scale, this study explored the current status of Chinese high school English teachers' writing feedback literacy and examined the influence of teaching experience, school level, and students' writing proficiency on such literacy. Data from 75 teachers via questionnaires and interviews revealed that teachers' writing feedback literacy was generally robust, with the highest level observed in feedback values and comparatively lower level in feedback skills. School level and students' writing proficiency significantly influenced teachers' feedback knowledge and values, respectively. Additionally, the interaction between teaching experience and school level significantly affected teachers' feedback values. However, none of the three factors demonstrated a significant influence on feedback skills. The findings offer valuable insights for enhancing teachers' writing feedback literacy in pedagogical practice and professional development.

Suggested Citation

  • Ya Yu & Jianfen Ying, 2026. "Exploring writing feedback literacy among Chinese high school English teachers: current status and influencing factors," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 40(2), pages 169-190.
    • Handle: RePEc:ids:ijilea:v:40:y:2026:i:2:p:169-190
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