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December 4, 2025Cogent EducationOpen Access

Impact of learner-centred feedback on developing student feedback literacy and EFL writing performance in Chinese tertiary education

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XLXiujuan LiMinistry of Education of the People's Republic of China

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Implication

Quasi-experimental design shows enhanced writing performance and feedback literacy in Chinese EFL students, indicating LCF effectiveness.

Key Points

  • Enhanced student feedback literacy observed in the experimental group with learner-centred feedback approach.
  • Results indicated significant improvement in EFL writing performance in comparison to conventional methods.
  • Assessment via writing test scores and questionnaires across pre-, post-, and delayed post-intervention periods.
  • Further exploration is needed on learner perceptions of the learner-centred feedback approach.

Cite This Study

Xiujuan Li (2025) studied this question.

synapsesocial.com/papers/6930dc5fea1aef094cca1c8ahttps://doi.org/10.1080/2331186x.2025.2593031
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