INVESTIGATING EFL TEACHERS’ FEEDBACK LITERACY: A MIXED METHOD OF EXPERIENCED AND NOVICE TEACHERS

Sari, Rista Novita (2026) INVESTIGATING EFL TEACHERS’ FEEDBACK LITERACY: A MIXED METHOD OF EXPERIENCED AND NOVICE TEACHERS. Masters (S2) thesis, UIN Syekh Wasil Kediri.

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Abstract

Teacher feedback literacy has gained increasing attention in response to ongoing debates regarding the effectiveness of feedback practices in English language learning. Although feedback is widely acknowledged as a key element of learning, questions remain concerning how teachers design, deliver, and utilize feedback to support student learning. Investigating teacher feedback literacy is therefore important for understanding how teachers enact feedback practices and contribute to students’ learning development. However, studies comparing feedback literacy between novice and experienced teachers in the context of English as a Foreign Language (EFL) remain limited. Therefore, this study was conducted to investigate: (1) teachers’ perceptions of feedback literacy, (2) the types of feedback employed by teachers, and (3) teachers’ feedback literacy practices in EFL classrooms. This study employed an explanatory sequential mixed-methods design involving 75 English teachers who were members of the East Java English Teachers’ Association. Quantitative data were first collected through a questionnaire and the result analyzed using descriptive statistics in Microsoft Excel. Subsequently, qualitative data were gathered through semi-structured interviews with three experienced teachers and three novice teachers and interview result analyzed using thematic analysis to explain and enrich the quantitative findings. The findings revealed that both novice and experienced teachers held positive perceptions of teacher feedback literacy, with experienced teachers reporting slightly higher levels. Both groups predominantly used corrective and evaluative feedback; however, experienced teachers demonstrated a wider range of strategies, including descriptive, dialogic, peer, and technology-based feedback. Experienced teachers tended to use feedback to support learning improvement, whereas novice teachers focused more on evaluating students’ performance. In practice, experienced teachers implemented feedback in more systematic, flexible, and student-centered ways. Although teaching experience contributed to the quality of feedback implementation, it was not the primary determinant of teachers’ overall feedback literacy. These findings highlight the importance of continuous professional development to enhance teacher feedback literacy.

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