The Influence of Middle School Students' Feedback Literacy in English on Teachers' Teaching

Li Zhou

doi:10.62051/yxm4t214

Authors

Li Zhou

DOI:

https://doi.org/10.62051/yxm4t214

Keywords:

student feedback literacy; English teaching; middle school.

Abstract

This article aims to review student feedback literacy and its influence on middle school English teaching in China. By reviewing relevant literature, it was found that the theory of student feedback literacy originated in 2012 and is mostly studied abroad, while the theoretical research in this field in China is not so deep. This theory emphasizes the connotation of students' feedback literacy and how students can improve themselves by receiving feedback. In China, some researchers have proposed a localized feedback literacy measurement model, but there are also a series of theoretical frameworks to be studied, such as the man-machine collaborative feedback model and teaching intervention mechanism. In the future, researchers should continue to deepen research on feedback literacy theory, clarify the localization connotation of Chinese students' feedback literacy, promote students' independent development, and integrate it into the feedback system of technical support. This article is helpful in understanding the current research status of student feedback literacy theory and its impact on middle school English teaching.

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