THE ROLE OF FEEDBACK LITERACY IN IMPROVING ASSESSMENT OUTCOMES IN EFL CONTEXTS
Keywords:
Feedback literacy, EFL context, formative assessment, summative assessment, student engagement, self-regulated learning, language skills development, assessment outcomes.Abstract
This article analyzes the role of feedback literacy in improving students’ assessment results in the context of teaching English as a foreign language (EFL). In the modern education system, it is important to deepen the learning process through quality feedback, not just grading. Therefore, this study will comprehensively cover the concept of feedback literacy, its components (the ability to understand, accept, analyze and effectively use feedback) and its practical importance in the learning process. The article argues that the level of EFL students’ correct understanding and use of feedback has a direct impact on their academic success. In particular, when students perceive feedback not only as passive recipients, but also as active participants, their language skills reading, writing, listening and speaking develop significantly.
