Implementing feedback literacy practices through self-sssessment and peer feedback

Abstract

Abstract This paper draws on language socialization theory and uses narrative frames and interview to investigate an international student’s socialization into feedback literacy practices in an EAP classroom. The analysis of findings shows that using a narrative frame methodology is an effective assessment tool that helps students assess and reflect on their own learning because they help students develop an ability to: (1) learn to judge their own and their peers’ performance and develop evaluative judgment, (2) socialize themselves and be socialized into literacy norms of their academic context, and (3) follow up their own learning trajectories and learning to learn by reflecting on their current and possible future performance in familiar and unfamiliar work and life contexts. The study concludes that socialization into feedback practices becomes significant when the linguistic, literate, and cultural practices of students are recognized as resources and assets in their classroom community.