Aiyu Li

Aiyu Li

August 23, 2026

Teacher feedback literacy, Pre-service teacher, Current states.

Feedback literacy was initially defined as students’ “ability to read, understand and write feedback”. With the supplement and development of feedback literacy research, teacher feedback literacy has gradually become a frontier topic in recent years. It is defined as the knowledge, professional skills and characteristics in the feedback process, with the purpose of enabling students to accept feedback. Teacher feedback literacy is the key factor to ensure feedback effect and improve teaching efficiency. Current research on teacher feedback literacy mainly focuses on theoretical research, form research, implementation method research, context-based research, and the relationship between other feedback, etc. Most of the research objects are in-service teachers, but little is known about the feedback literacy of pre-service English teachers. In view of this, this paper investigates the feedback literacy of 100 pre-service English teachers who have just finished their educational practice through the mixed research method of questionnaire survey and interview, aiming to study the following questions: (1) What are the characteristics of pre-service English teachers' feedback literacy? (2) What factors affect the feedback literacy of pre-service English teachers? This study uses the Feedback Literacy Scale for English Teachers. 100 pre-service English teachers are selected as research objects. spss 27.0 software was used to analyze the questionnaire data and explore the current states and characteristics of pre-service English teachers' feedback literacy. In addition, three interviewees who have received questionnaires are selected as interview subjects, and the feedback experience and challenges encountered by individual pre-service English teachers who have had internships are discussed in depth, which obtains rich qualitative data. The results show that: 1) the feedback literacy of pre-service English teachers is above the average level, but the level of feedback design and technology application still needs to be improved. 2) The feedback literacy of pre-service English teachers is affected by subjective factors such as the gap between theory and practice, lack of feedback ability, teachers’ emotional stress, as well as the exam-taking system, class size, practice depth and other conditions.

© 2026, the Authors. Published by ISCCAC

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