A Quantitative Investigation of Feedback Literacy Among the Undergraduate Preparatory Students

Feedback literacy is crucial for students to increase their potential benefit from the feedback information. Therefore, this study aims to explore feedback literacy among the undergraduate preparatory students in Türkiye. The participants are 213 preparatory students attending to intensive academic English courses prior to their English-medium studies. The study has a quantitative design, and the data was collected through Student Feedback Literacy Scale which was adapted for the use in the Turkish cultural context. The scale has six dimensions of Eliciting, Appreciation of Feedback, Processing, Readiness to Engage, Enacting and Commitment to Change each of which corresponds to different capabilities of the students regarding to feedback literacy. The data was analysed through descriptive statistics performed on IBM Statistics SPSS 26 and the mean scores were obtained for each dimension and item in the scale. The results indicated that the mean scores for the Eliciting, Appreciation of Feedback, Processing and Readiness to Engage dimensions were higher than the mean scores for Enacting and Commitment to Change dimensions. In addition, the students scored comparatively lower on the items regarding their skills such as managing time to implement suggestions and make revisions according to feedback. The results will be discussed for each dimension and item included in the scale and the suggestions to improve student feedback literacy will be presented based on the recent studies in the field.