{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,5]],"date-time":"2026-08-05T05:52:39Z","timestamp":1785909159717,"version":"3.56.0"},"reference-count":33,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,5]],"date-time":"2026-08-05T00:00:00Z","timestamp":1785888000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>Feedback literacy describes the understandings, capacities, and dispositions through which learners recognize the value of feedback, make evaluative judgments, manage emotional responses, and take action. This mixed-methods study examined these four interrelated features in English-as-a-foreign-language (EFL) listening among 1,901 Chinese non-English-major undergraduates and explored action strategies reported by students and 18 college English instructors. The student questionnaire comprised 20 researcher-developed items contextualized to EFL listening; 19 indicators were retained after one taking-action item showed a loading below 0.50. Partial least squares structural equation modeling was used to examine theory-informed associations, and student open-ended responses and instructor interviews were analyzed through qualitative content analysis. Internal-consistency and convergent-validity indices were acceptable, but the Fornell\u2013Larcker criterion was not met, indicating substantial overlap among the four domains. Accordingly, structural results are interpreted as exploratory rather than as evidence of distinct constructs or causal progression. The reported paths were positive, with managing affect most closely associated with taking action. Student reports clustered around engaging with feedback, using technology-mediated practice, seeking authentic listening exposure, and self-assessing progress. Instructor reports emphasized specific and actionable feedback, structured reflection and goal setting, peer-supported learning, and technology-enabled follow-up. The findings suggest that feedback use in EFL listening involves intertwined cognitive, affective, and behavioral tendencies, but stronger scale validation, longitudinal designs, and direct observation of feedback uptake are required before causal or developmental claims can be made.<\/jats:p>","DOI":"10.3389\/fpsyg.2026.1855025","type":"journal-article","created":{"date-parts":[[2026,8,5]],"date-time":"2026-08-05T05:41:08Z","timestamp":1785908468000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Feedback literacy in EFL listening: structural associations and reported action strategies among Chinese university students and instructors"],"prefix":"10.3389","volume":"17","author":[{"given":"Yanfang","family":"Zhang","sequence":"first","affiliation":[{"name":"Beijing Union University","place":["Beijing, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jinyan","family":"Huang","sequence":"additional","affiliation":[{"name":"Jiangsu University","place":["Zhenjiang, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ying","family":"Liu","sequence":"additional","affiliation":[{"name":"The Chinese University of Hong Kong, Hong Kong","place":["Hong Kong SAR, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jai","family":"Kumar","sequence":"additional","affiliation":[{"name":"Xiangnan University","place":["Chenzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,5]]},"reference":[{"key":"ref1","volume-title":"Feedback in Higher and Professional Education: Understanding it and Doing it Well","author":"Boud","year":"2013"},{"key":"ref2","first-page":"105","article-title":"Enhancing foreign language learning through listening strategies delivered in L1: an experimental study","volume":"6","author":"Bozorgian","year":"2013","journal-title":"Int. J. Instr."},{"key":"ref3","doi-asserted-by":"publisher","first-page":"1315","DOI":"10.1080\/02602938.2018.1463354","article-title":"The development of student feedback literacy: enabling uptake of feedback","volume":"43","author":"Carless","year":"2018","journal-title":"Assess. Eval. High. Educ."},{"key":"ref4","volume-title":"Research Design: Qualitative, Quantitative, and Mixed Methods Approaches","author":"Creswell","year":"2023"},{"key":"ref5","doi-asserted-by":"publisher","first-page":"151","DOI":"10.1177\/1362168809103446","article-title":"Effects of listening strategy instruction on news videotext comprehension","volume":"13","author":"Cross","year":"2009","journal-title":"Lang. Teach. Res."},{"key":"ref6","doi-asserted-by":"publisher","first-page":"348","DOI":"10.1080\/02602938.2023.2240983","article-title":"Measuring what learners do in feedback: the feedback literacy behavior scale","volume":"49","author":"Dawson","year":"2024","journal-title":"Assess. Eval. High. Educ."},{"key":"ref7","doi-asserted-by":"publisher","first-page":"1821661","DOI":"10.3389\/fpsyg.2026.1821661","article-title":"Unpacking feedback literacy in EFL reading: structural relationships and effective strategies among Chinese college students and English instructors","volume":"17","author":"Fan","year":"2026","journal-title":"Front. Psychol."},{"key":"ref8","volume-title":"Listening in the Language Classroom","author":"Field","year":"2008"},{"key":"ref9","doi-asserted-by":"publisher","first-page":"39","DOI":"10.1177\/002224378101800104","article-title":"Evaluating structural equation models with unobservable variables and measurement error","volume":"18","author":"Fornell","year":"1981","journal-title":"J. Mark. Res."},{"key":"ref10","doi-asserted-by":"publisher","first-page":"55","DOI":"10.1016\/S0346-251X(99)00060-3","article-title":"A cognitive perspective on language learners\u2019 listening comprehension problems","volume":"28","author":"Goh","year":"2000","journal-title":"System"},{"key":"ref11","doi-asserted-by":"publisher","first-page":"165","DOI":"10.1016\/j.system.2005.11.001","article-title":"Listening comprehension: the learners\u2019 perspective","volume":"34","author":"Graham","year":"2006","journal-title":"System"},{"key":"ref12","doi-asserted-by":"publisher","first-page":"680","DOI":"10.1080\/02602938.2019.1689545","article-title":"The development of student feedback literacy: the influences of teacher feedback on peer feedback","volume":"45","author":"Han","year":"2020","journal-title":"Assess. Eval. High. Educ."},{"key":"ref13","doi-asserted-by":"publisher","first-page":"81","DOI":"10.3102\/003465430298487","article-title":"The power of feedback","volume":"77","author":"Hattie","year":"2007","journal-title":"Rev. Educ. Res."},{"key":"ref14","doi-asserted-by":"publisher","first-page":"101804","DOI":"10.1016\/j.learninstruc.2023.101804","article-title":"Feedback processing and emotion regulation in nursing students during internship","volume":"87","author":"Hausman","year":"2023","journal-title":"Learn. Instr."},{"key":"ref15","doi-asserted-by":"publisher","first-page":"115","DOI":"10.1007\/s11747-014-0403-8","article-title":"A new criterion for assessing discriminant validity in variance-based structural equation modeling","volume":"43","author":"Henseler","year":"2015","journal-title":"J. Acad. Mark. Sci."},{"key":"ref16","doi-asserted-by":"publisher","first-page":"1277","DOI":"10.1177\/1049732305276687","article-title":"Three approaches to qualitative content analysis","volume":"15","author":"Hsieh","year":"2005","journal-title":"Qual. Health Res."},{"key":"ref17","doi-asserted-by":"publisher","first-page":"141","DOI":"10.1080\/09588221.2019.1671462","article-title":"Supporting lower-level processes in EFL listening: the effect on learners\u2019 listening proficiency of a dictation program supported by a mobile instant messaging app","volume":"35","author":"Jia","year":"2022","journal-title":"Comput. Assist. Lang. Learn."},{"key":"ref18","first-page":"85","article-title":"The effects of strategy training on listening performance of Korean EFL learners","volume":"10","author":"Kim","year":"2017","journal-title":"Engl. Lang. Teach."},{"key":"ref19","doi-asserted-by":"publisher","first-page":"1","DOI":"10.4018\/ijec.2015100101","article-title":"Common method bias in PLS-SEM: a full collinearity assessment approach","volume":"11","author":"Kock","year":"2015","journal-title":"Int. J. e-Collab."},{"key":"ref20","doi-asserted-by":"publisher","first-page":"1101","DOI":"10.1080\/02602938.2021.2005770","article-title":"Exploring master\u2019s students\u2019 emotions and emotion-regulation in supervisory feedback situations: a vignette-based study","volume":"47","author":"Liu","year":"2022","journal-title":"Assess. Eval. High. Educ."},{"key":"ref21","doi-asserted-by":"publisher","first-page":"527","DOI":"10.1080\/02602938.2019.1667955","article-title":"Developing a learning-centred framework for feedback literacy","volume":"45","author":"Molloy","year":"2020","journal-title":"Assess. Eval. High. Educ."},{"key":"ref22","doi-asserted-by":"publisher","first-page":"501","DOI":"10.1080\/02602931003786559","article-title":"From monologue to dialogue: improving written feedback processes in mass higher education","volume":"35","author":"Nicol","year":"2010","journal-title":"Assess. Eval. High. Educ."},{"key":"ref23","doi-asserted-by":"publisher","first-page":"469","DOI":"10.1080\/09588221.2019.1705354","article-title":"The effect of personalized feedback on listening and reading skills in the learning of EFL","volume":"35","author":"P\u00e9rez-Segura","year":"2022","journal-title":"Comput. Assist. Lang. Learn."},{"key":"ref24","doi-asserted-by":"publisher","first-page":"143","DOI":"10.1080\/02602930601127869","article-title":"Effectiveness of feedback: the students\u2019 perspective","volume":"33","author":"Poulos","year":"2008","journal-title":"Assess. Eval. High. Educ."},{"key":"ref25","volume-title":"SmartPLS 4","author":"Ringle","year":"2022"},{"key":"ref26","volume-title":"Teaching and Researching Listening","author":"Rost","year":"2011"},{"key":"ref27","doi-asserted-by":"publisher","first-page":"153","DOI":"10.3102\/0034654307313795","article-title":"Focus on formative feedback","volume":"78","author":"Shute","year":"2008","journal-title":"Rev. Educ. Res."},{"key":"ref28","doi-asserted-by":"publisher","first-page":"191","DOI":"10.1017\/S0261444807004338","article-title":"Recent developments in second and foreign language listening comprehension research","volume":"40","author":"Vandergrift","year":"2007","journal-title":"Lang. Teach."},{"key":"ref29","volume-title":"Teaching and Learning second Language Listening: Metacognition in action","author":"Vandergrift","year":"2012"},{"key":"ref30","doi-asserted-by":"publisher","first-page":"17","DOI":"10.1080\/00461520.2016.1207538","article-title":"Supporting learners\u2019 agentic engagement with feedback: a systematic review and a taxonomy of recipience processes","volume":"52","author":"Winstone","year":"2017","journal-title":"Educ. Psychol."},{"key":"ref31","doi-asserted-by":"publisher","first-page":"257","DOI":"10.1080\/13562517.2023.2263838","article-title":"Students\u2019 feedback literacy in higher education: an initial scale validation study","volume":"30","author":"Woitt","year":"2025","journal-title":"Teach. High. Educ."},{"key":"ref32","doi-asserted-by":"publisher","first-page":"285","DOI":"10.1080\/13562517.2012.719154","article-title":"The feedback triangle and the enhancement of dialogic feedback processes","volume":"18","author":"Yang","year":"2013","journal-title":"Teach. High. Educ."},{"key":"ref33","doi-asserted-by":"publisher","first-page":"1087","DOI":"10.1080\/02602938.2021.2001430","article-title":"Developing and validating a student feedback literacy scale","volume":"47","author":"Zhan","year":"2022","journal-title":"Assess. Eval. High. Educ."}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1855025\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,5]],"date-time":"2026-08-05T05:41:11Z","timestamp":1785908471000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2026.1855025\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8,5]]},"references-count":33,"alternative-id":["10.3389\/fpsyg.2026.1855025"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2026.1855025","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,5]]},"article-number":"1855025"}}