Feedback literacy in EFL listening: structural associations and reported action strategies among Chinese university students and instructors

Abstract

Feedback literacy describes the understandings, capacities, and dispositions through which learners recognize the value of feedback, make evaluative judgments, manage emotional responses, and take action. This mixed-methods study examined these four interrelated features in English-as-a-foreign-language (EFL) listening among 1,901 Chinese non-English-major undergraduates and explored action strategies reported by students and 18 college English instructors. The student questionnaire comprised 20 researcher-developed items contextualized to EFL listening; 19 indicators were retained after one taking-action item showed a loading below 0.50. Partial least squares structural equation modeling was used to examine theory-informed associations, and student open-ended responses and instructor interviews were analyzed through qualitative content analysis. Internal-consistency and convergent-validity indices were acceptable, but the Fornell–Larcker criterion was not met, indicating substantial overlap among the four domains. Accordingly, structural results are interpreted as exploratory rather than as evidence of distinct constructs or causal progression. The reported paths were positive, with managing affect most closely associated with taking action. Student reports clustered around engaging with feedback, using technology-mediated practice, seeking authentic listening exposure, and self-assessing progress. Instructor reports emphasized specific and actionable feedback, structured reflection and goal setting, peer-supported learning, and technology-enabled follow-up. The findings suggest that feedback use in EFL listening involves intertwined cognitive, affective, and behavioral tendencies, but stronger scale validation, longitudinal designs, and direct observation of feedback uptake are required before causal or developmental claims can be made.