Developing feedback literacy through dialogue-supported performances of multi-draft writing in a postgraduate class

Although a wealth of studies has been conducted to explore how to develop student feedback literacy, the development of postgraduates’ feedback literacy is under-explored. To bridge the gap, this study aims to investigate the characteristics of developing feedback literacy among postgraduates in an academic writing class. Based on the theoretical framework proposed by Yu and Liu (2021), the study designed two iterations and drew data from a survey, students’ multi-draft writing, peer feedback, students’ reflective journals, and discussion scenarios in dialogues. It was found students developed a dynamic view of feedback, enriched strategies to solve cognitive conflicts, and became emotionally resilient to feedback at the end of iteration two. The study also manifested dialogues helped to develop student feedback literacy and solve cognitive conflicts by clarifying misconceptions, formulating revising actions and co-constructing new ideas on writing and assessment. This study has pedagogical implications on designing feedback processes to facilitate student feedback literacy in academic writing classes.