Abstract
The impact of evolving feedback ecology on students’ feedback literacy development remains underexplored. This study examined the effects of transitioning from secondary to higher education on students’ conceptions and practices of feedback literacy. The research involved 35 first-year associate’s degree students from various disciplines at a Hong Kong higher education institution. Through semi-structured interviews and reflective journals, changes and continuities in students’ feedback literacy were explored, alongside the critical ecological factors influencing these transformations. Three types of feedback literacy emerged – passive, bidirectional and self-regulated – representing varying degrees of student autonomy and teacher involvement in the feedback process. The study also identified contextual factors (e.g. continuous assessments, teacher–student consultation sessions, alternative communication and group dynamics) and individual factors that influenced students’ feedback practices. The implications of these findings for cultivating conducive feedback ecology and enhancing student feedback literacy are discussed.
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