STUDY ON FEEDBACK LITERACY OF EFL STUDENTS IN APPLIED UNIVERSITIES IN CHINA: CURRENT STATUS AND IMPROVEMENT STRATEGIES

Abstract
The construction of applied universities emphasizes student-centeredness, outcome orientation, and continuous improvement, with the fundamental task of enhancing the quality of applied talent cultivation. Feedback literacy (FL) is a critical factor in students’ability to continuously improve their learning outcomes. This study sampled 801 English as a Foreign Language (EFL) students from four applied universities in China, using questionnaire adaptation, mean score analysis, and group characteristic exploration. The findings reveal that EFL students demonstrate an above-average level of FL, with emotional dimensions scoring higher than action-related dimensions, and feedback-seeking skills being relatively weaker. Gender differences in FL were not significant, but there were significant differences between the FL levels of first- and second-year students compared to third-year students, with fourth-year students scoring significantly lower than third-year students. Based on these findings, this paper suggests further empirical research to enhance FL among students, drawing from international teaching intervention studies on FL, with the aim of improving learning outcomes, so as to provide valuable insights for advancing research in FL. Keywords - Feedback; Student Feedback Literacy; English As A Foreign Language; Feedback Literacy Measurement