Students’ English writing feedback literacy in peer assessment: validating a discipline-and-context-specific scale

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Bibliografiske detaljer
Udgivet i:	Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 66
Hovedforfatter:	Zhan, Ying
Andre forfattere:	Wan, Zhi Hong, Each, Nangsamith
Udgivet:	Springer Nature B.V.
Fag:	Higher education Feedback Literacy College students Student writing Academic writing University students Peer assessment Language assessment Teachers Second language writing Cognition & reasoning Statistical analysis Cooperative learning Metacognition Context Attitudes English as a second language instruction Measures Confirmatory factor analysis Writing Correlation analysis Discipline Academic disciplines English as a second language Foreign languages Peers Peer review Evaluation Appreciation English language Factor analysis Scarcity Competence Foreign language learning Mathematics Skills Educational Benefits Literature Reviews Self Efficacy Learning Strategies English (Second Language) Meta Analysis Mathematics Activities Psychological Patterns Student Participation Educational Assessment Singing Secondary School Students Comparative Education Comparative Analysis Emotional Response Student Writing Models Lifelong Learning Learner Engagement
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Beskrivelse
Resumen:	Student feedback literacy is essential to academic writing in an English as a foreign language (EFL) context. However, there is a scarcity of valid and reliable measures to assess student English writing feedback literacy (SEWFL), especially in the context of peer assessment. To address this gap, this study developed and validated a SEWFL scale in peer assessment with 937 Cambodian university students. The scale comprised two key components: feedback competencies and dispositions. Feedback competencies encompassed students' skills in eliciting, processing, giving, and enacting peer feedback, while feedback dispositions involved students’ appreciation for giving and receiving feedback, readiness to engage and commitment to change. Confirmatory factor analysis (CFA) and multi-group CFA confirmed the scale’s validity and demonstrated its structural consistency across students of different genders and academic majors. Additionally, the Pearson correlation analysis revealed significant correlations between the eight subdimensions of SEWFL and students’ English writing goals. The SEWFL scale provides a discipline-and-context-specific measure for researchers and teachers to better understand EFL students’ SEWFL.
ISSN:	2229-0443
DOI:	10.1186/s40468-025-00405-5
Fuente:	Education Database