Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Gazi Üniversitesi, Gazi Eğitim Fakültesi, Yabancı Diller Eğitimi, Türkiye
Tezin Onay Tarihi: 2026
Tezin Dili: İngilizce
Öğrenci: Satı Doymaz Hıdır
Danışman: Müzeyyen Nazlı Güngör
Özet:
This qualitative case study investigates the novice EFL instructor’s written feedback literacy and related competencies within the pedagogical framework of writing teacher feedback literacy (Lee, 2021). Conducted at a state university in Türkiye, this study examines how the EFL instructor enacted her teacher feedback literacy in a tertiary-level L2 writing course in a nine-week period. To offer a more holistic perspective and promote partnership with students, the study also analyzes students’ reflections on the participating instructor’s written feedback. A qualitative research design was adopted. Data were collected from the instructor’s written feedback on B2-level ELT students’ drafts of opinion essays and argumentative essays, a semi-structured quotation survey, a semistructured interview, students’ reflection papers, and a demographic information survey for the students. The relevant data were analysed using thematic analysis. The findings indicated that the novice EFL instructor has a written feedback literacy to a great extent, while her feedback competencies are still developing, consistent with the ongoing characteristic of feedback literacy. It was also found that she was able to enact most of her written feedback competencies, which were collectively shaped by her feedback tone, feedback types, feedback techniques, and feedback focus in response to the contextual factors and students’ needs. Students’ reflections further suggested that their feedback engagement and their perspectives depended on both the feedback provided and their ability to interpret and use it. The study offers insights for EFL instructors, teachers, teacher educators, and curriculum designers by highlighting the importance of teacher feedback literacy for more effective feedback practices in EFL settings. A clearer understanding of teacher feedback literacy and how it responds to challenges encountered during the feedback process may help institutions and teacher education programmes revise their curricula and support pre-service and in-service EFL teachers and instructors in reconsidering their approaches to feedback, feedback education, and ongoing professional learning and training.