Article published In:
Australian Review of Applied Linguistics: Online-First Articles

Implementing feedback literacy practices through self-assessment and peer feedback

A language socialization perspective

ORCID logo | Singapore Institute of Technology
| University of AucklandAuckland
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.
Keywords: language socialization, feedback literacy practices, self-assessment, peer feedback, narrative frames
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Language socialization
    • 2.2Feedback literacy, self-assessment, and peer feedback
  • 3.Methodology
    • 3.1Case participant and the researcher
    • 3.2Narrative frames
    • 3.3Interview
    • 3.4Analysis of data
  • 4.Findings
    • 4.1At the beginning: State of familiarity
    • 4.2In the middle: Focus on quality
    • 4.3Transformations: Evaluative judgment
  • 5.Discussion and conclusion
  • References
Published online: 4 March 2024
DOI logo
https://doi.org/10.1075/aral.23053.sol
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