TITLE:
An Investigation into Junior High School English Students’ Writing Feedback Literacy
AUTHORS:
Mo Yu
KEYWORDS:
Writing Feedback Literacy, Junior High School English, EFL Writing
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.9,
September
24,
2026
ABSTRACT: Based on social constructivist theory and the feedback literacy framework, this study explores the current situation and influencing factors of writing feedback literacy among junior high school English students. The paper first emphasizes the key role of students as feedback agents in writing instruction, pointing out that feedback literacy is an indispensable component of junior high school English writing teaching. Subsequently, adopting a mixed-methods approach combining questionnaire surveys, writing sample analysis, and semi-structured interviews, the paper delves into the overall situation of junior high school English students’ writing feedback literacy and their performance across five dimensions (appreciating feedback, making judgments, managing affect, taking action, and recognizing different sources of feedback), as well as the differences among students of different English proficiency levels. The findings reveal that students’ overall writing feedback literacy is at a high level, with unbalanced development across dimensions—managing affect being the weakest dimension, and significant differences exist among students of different proficiency levels, while teacher feedback is predominantly corrective direct feedback. Finally, the paper proposes practical strategies and suggestions for cultivating students’ writing feedback literacy from three levels: teacher instruction, curriculum design, and school management, covering differentiated feedback, model text analysis, peer feedback training, and technology-enabled feedback. This integrated approach aims to provide guidance for junior high school English writing instruction, so as to enhance feedback effectiveness and students’ autonomous writing ability.