Effects of Written Loop Feedback on Student Feedback Literacy in Second Language Writing Assessment

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Published: Jul 30, 2026
DOI: https://doi.org/10.70730/VLMC7134
Keywords:
feedback literacy, learner engagement, second language writing, second language writing assessment, writing feedback

Main Article Content

Benjawan Plengkham
English Program, Nakhon Pathom Rajabhat University, Thailand
Patsawut Sukserm
Language Institute, Chulalongkorn University, Thailand
Sonthaya Rattanasak
Department of Foreign Languages, Faculty of Liberal Arts, Rajamangala University of Technology Suvarnabhumi, Thailand

Abstract

One central element in enhancing written communication skills in second language writing (SLW) classrooms is how feedback is processed. This study investigates how written loop feedback, an iterative process in which written production is continuously reviewed and revised through peer assessment to develop SLW feedback literacy, influences student feedback literacy and helps inform learners about areas needing attention for progressive improvement. An intact group of 28 EFL students participated in a written loop feedback workshop. A student writing feedback literacy questionnaire was employed to assess their beliefs and competence in evaluating and using writing feedback across five aspects, namely appreciating feedback, acknowledging different sources, making judgments, managing affect, and taking action, along with open-ended questions to gain deeper insights into the loop feedback process. A peer feedback worksheet was adopted to record students’ progress during the implementation. The written feedback loop consisted of five main phases: sharing and initial feedback, reflection and response, discussion for clarification, repetition of the feedback loop, and reflection on the feedback process. The data were analyzed using a paired-samples t-test, Pearson correlation, and thematic analysis. The overall results indicated that there were statistically significant improvements in several aspects, particularly in acknowledging different feedback sources; moreover, the relationship between the components of feedback also became more pronounced. These findings suggest that, post-intervention, students tended to be more open to various sources of feedback. They also demonstrated a stronger willingness to respond to and engage with them. Incorporating a structured feedback loop may thus serve as an effective pedagogical intervention within SLW assessment to enhance EFL learners’ feedback literacy. The findings here extend our current knowledge of SLW assessment, particularly in students’ writing feedback literacy.

Article Details

How to Cite
Plengkham, B., Sukserm, P., & Rattanasak, S. (2026). Effects of Written Loop Feedback on Student Feedback Literacy in Second Language Writing Assessment. LEARN Journal: Language Education and Acquisition Research Network, 19(2), 439–472. https://doi.org/10.70730/VLMC7134
Issue
Vol. 19 No. 2 (2026): LEARN Journal (July-December)
Section
Research Articles
Author Biographies

Benjawan Plengkham, English Program, Nakhon Pathom Rajabhat University, Thailand

A full-time English lecturer in the English Program at the Faculty of Humanities and Social Sciences, Nakhon Pathom Rajabhat University, Thailand. She earned her Ph.D. in English as an International Language from the Graduate School of Chulalongkorn University. Her research interests include English language teaching, speaking skills, language assessment and evaluation, and assessment literacy.

Patsawut Sukserm, Language Institute, Chulalongkorn University, Thailand

A full-time English lecturer in the Division of English for Science and Technology at the Chulalongkorn University Language Institute, Thailand. He holds a Ph.D. in English as an International Language from the Graduate School of Chulalongkorn University. He also earned a B.A. in English (First-Class Honors with Gold Medal) from Sukhothai Thammathirat Open University and an M.A. in English as an International Language from Chulalongkorn University. His research interests include quantitative research methods and multivariate analysis.

Sonthaya Rattanasak, Department of Foreign Languages, Faculty of Liberal Arts, Rajamangala University of Technology Suvarnabhumi, Thailand

Assistant Professor in the Department of Foreign Languages, Faculty of Liberal Arts, Rajamangala University of Technology, Suvarnabhumi, Thailand. He is a Ph.D. holder in English as an International Language from the Graduate School of Chulalongkorn University. His areas of research interest include second language processing and acquisition, cognitive psychology, second language writing, and technology in language education. His most recent publications appear in Applied Linguistics Review and Cogent Education.

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