Abstract

In L2 writing research, student feedback literacy has been increasingly recognized as a crucial construct. However, empirical studies on how students can benefit from a domain-specific approach to feedback literacy development remains scarce. This study aims to address this issue by examining the effects of a feedback-literacy-oriented writing intervention in an English as a Foreign Language (EFL) writing course. The study involved a group of 50 Chinese undergraduates and employed a mixed-method approach, collecting data through questionnaires, students’ drafts and semi-structured interviews. The study found that the intervention had a positive impact on students’ writing performance and writing self-efficacy. It was also found that the intervention was well-perceived by the students. These findings highlight the benefits of an L2 writing intervention emphasizing feedback literacy development and identify a few key elements within the approach that contribute to its success. The study concludes by discussing the pedagogical implications of the findings for EFL writing instruction.

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