Exploring multilingual students’ feedback literacy in an asynchronous online writing course

Contributing to the scarce empirical examination of multilingual student writers' feedback literacy development in ESL contexts, this exploratory qualitative study drew upon five multilingual international students' feedback interactions, their developing drafts and end-of-unit reflections to empirically examine and extend Yu et al.'s (2022) five-dimension feedback literacy model. Focusing on multilingual students' experiences appreciating feedback, making judgements, managing affect, taking action, and acknowledging different feedback sources in an asynchronous online first-year undergraduate writing course during COVID-19, this study explored challenges and opportunities during participants' feedback literacy development throughout a literacy narrative unit. Findings of the study shed light on growing and investigating multilingual writers' feedback literacy development in online-instructed spaces and point out directions for future research.