Developing postgraduates’ feedback literacy through multiple-sourced feedback practices in an L2 writing class

This study explored a multi-sourced (peer, AI, teacher) feedback model in enhancing student feedback literacy.Participants were 18 postgraduates registered in an L2 business English writing course.Findings revealed the complementary roles of different sources: peer review developed evaluative judgment, AI addressed linguistic accuracy, and teacher feedback targeted content and logic.The model extends beyond single or doubled sourced feedback practice and has pedagogical implications on instructional design for L2 writing classes.