Akademik Veri Yönetim Sistemi
ICOLALS 2024 Convention, Ankara, Türkiye, 11 - 12 Ekim 2024, ss.23
The concept of feedback literacy, a relatively novel term, has emerged as a compelling area of study, garnering significant attention from scholars. As stated by Carless and Winstone (2020), teacher feedback literacy involves the possession of critical knowledge, skills, and attitudes that empower educators to design feedback processes that facilitate students' effective utilization of feedback and actively promote the development of their feedback literacy. Although the literature on this subject is expanding, the exploration of teacher feedback literacy is still relatively in its early stages. Considering all these, based on Lee’s (2021) model of a tripartite theoretical framework on writing teacher feedback literacy, the current study aimed to unveil an EFL instructor’s written feedback literacy and to investigate the competencies of an EFL instructor, such as 'basic skills, knowledge, values, attitudes, and goals' (Lee, 2021) regarding feedback. To answer the research questions of the research, a basic qualitative research design was adopted embracing a single case study approach. The data were gathered via the voluntary participation of a novice EFL instructor working in the College of Foreign Languages of a state university in Ankara. This case study utilizes various distinct data collection tools, a semi-structured interview, a semi-structured quotation survey, and the participating EFL instructor's written feedback on students' processoriented essays. Additionally, the participating instructor’s students were kindly requested to write response papers to express their opinions after taking written feedback from their instructor. All the data were audiorecorded and will be transcribed and analyzed through the content analysis technique. The findings of this current study will offer an opportunity to observe how the EFL instructor's written feedback literacy can be applied in writing courses.