The significance of feedback in language learning is indisputable. When a student uses feedback to revise their work or enhance their learning strategies, they simultaneously practice reflection and move toward their learning goals. This also supports the student's self-regulated learning. However, feedback literacy has not been investigated much in the context of language teaching. Prior studies on the development of feedback literacy are also limited. Therefore, a longitudinal study will be conducted in this project, and the aim is to study how upper secondary students' feedback literacy and reflection develop in language teaching. The data will be collected using diverse methods, such as questionnaires, interviews, portfolios, and observations. In addition, an AI tool that will analyse students' reflections in portfolios will be created in this project. Based on the results, language teachers will be more equipped to support the development of student feedback literacy.

2024

2028