Author(s): Siddharth Thapa and Revathi Srinivas

Abstract: Feedback plays a critical role in English Language Teaching (ELT), influencing learners' writing development, engagement, and overall learning outcomes. However, the effectiveness of feedback depends not only on its delivery but also on how learners engage with it, which is a concept central to feedback literacy. This paper examines the role of feedback in ELT, the challenges teachers face in providing effective feedback, and the cognitive, emotional, and practical dimensions of feedback literacy. Drawing on empirical research, it explores how formative feedback supports skill development, highlights gaps in teacher feedback practices, and underscores the need for structured feedback frameworks. The study also proposes a multi-round feedback model designed to enhance students’ writing skills by scaffolding feedback delivery across progressive stages. By integrating whole-class, peer, and teacher feedback, this model fosters learners’ ability to interpret, apply, and reflect on feedback, thereby strengthening their feedback literacy. The findings emphasize the need for pedagogical strategies that not only improve feedback practices but also empower learners to become active participants in their own learning process.

Pages: 407-416 | Views: 77 | Downloads: 40

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