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September 10, 2025INTERNATIONAL JOURNAL OF SOCIAL SCIENCE AND EDUCATION RESEARCH STUDIES

An Exploration of Foreign Language Teachers’ Perceptions of Feedback Literacy

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Authors

KSKEITA SeydouМФМей Фан

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Overview

Survey and qualitative analysis identify feedback literacy competencies among foreign language teachers, highlighting systemic enablers and barriers.

Key Points

  • Feedback literacy competencies emerge as crucial for effective teacher interactions and support in education.
  • Three primary clusters were identified: relational practices, design strategies, and pragmatic skills.
  • The study employed a mixed-methods design, integrating an online survey with focus groups for comprehensive insights.
  • Findings could guide future professional development and shape policy benchmarks in educational contexts.

Cite This Study

Seydou et al. (2025) studied this question.

synapsesocial.com/papers/68c192579b7b07f3a0616e48https://doi.org/10.55677/ijssers/v05i08y2025-04
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Exploring translation students' feedback literacy2024
  2. 2Examining the Influence of L1 on Feedback Literacy: A Cross-Cultural Feedback Literacy Study2026
  3. 3Psychological dimensions of feedback literacy in EFL writing: A mixed-methods study of teacher–student alignment in Thailand2026
  4. 4Feedback – A New Perspective in Learning. A Constatative Approach to Feedback Literacy in Teacher Education2024
  5. 5An English language teacher educator's feedback literacy journey: Who educates the teacher educator in Indonesia?2026