Investigates how student feedback literacy influences L2 writing outcomes, suggesting implications for teaching methods.
This study investigates the underexplored impact of student feedback literacy on writing strategies and learning outcomes in L2 academic writing. Addressing the gap in empirical research, we examined the mediating role of writing strategies using a mixed‐methods approach. A sample of 241 Chinese undergraduates, from sophomores to seniors, was assessed for student feedback literacy and its influence on L2 writing performance. Using structural equation modeling analysis, the survey finding suggests a significant correlation between student feedback literacy and strategy usage, highlighting the mediating role of cognitive and affective strategies in enhancing L2 academic writing performance. The qualitative semi‐structured interview data further explained the construct of student feedback literacy from a student‐centered perspective, clarifying both mediating and non‐mediating pathways. These results provide new insights into the possible pedagogical implications of feedback practice in promoting English writing performance.
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Lu et al. (2026) studied this question.
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