Student feedback literacy, which concerns learners’ understanding and evaluation of feedback information and of self-regulated learning, has recently drawn increasing scholarly attention. Although much discussion is directed to the theoretical complexity of feedback literacy in higher education, academic writing on this subject has remained unfocused, and the issues related to feedback literacy are less explored. We still know little about how to foster student literacy in feedback. This study draws on previous theoretical and empirical discussions of feedback and feedback literacy in higher education and academic writing, and proposes an evidence-based framework for developing student feedback literacy in the context of academic writing. This framework features dynamic teacher- and peer-scaffolding across the technical, social-interactive and individual levels, and showcases the essential knowledge bases needed for students to understand and use feedback on academic writing. The study contributes to research on writing assessment and feedback, and provides a pragmatic alternative to traditional classroom feedback practices, which can better facilitate the training of feedback-literate academic writers.

学生反馈素养与学习者对反馈信息和自我调节学习的理解和评估有关，最近引起了学术界的越来越多的关注。尽管很多讨论都针对高等教育中反馈素养的理论复杂性，但有关该主题的学术著作仍未集中讨论，与反馈素养相关的问题也很少探讨。对于如何在反馈中提高学生的素养，我们仍然知之甚少。这项研究借鉴了以前在高等教育和学术写作中对反馈和反馈素养的理论和经验讨论，并提出了一个基于证据的框架，用于在学术写作的背景下发展学生的反馈素养。该框架的特点是在整个技术，社交互动和个人水平，展示了学生理解和使用学术写作反馈所需的基本知识基础。该研究有助于写作评估和反馈研究，并为传统的课堂反馈实践提供了一种实用的替代方法，可以更好地促进对具有反馈意识的学术作家的培训。