introduction

Emphasis was placed on the importance of feedback literacy for pre service teachers in the cultivation of professional competence, highlighting its crucial role in the teaching process. The introduction section mentions that although policy documents have high requirements for teachers' feedback literacy, it is often overlooked in actual training. Written feedback is crucial for improving students' writing ability, and the introduction of post reading continuation questions poses higher requirements for teachers' feedback literacy. The reform of English question types in the college entrance examination in Zhejiang and Guangdong provinces has made reading and writing after reading an effective method to improve foreign language learning efficiency, but it has also brought about scoring difficulties. Current research mostly focuses on scoring criteria and lacks systematic guidance on how teachers can provide appropriate written feedback. Paying attention to the feedback practice and literacy of pre service teachers is of great significance for improving teaching quality and teachers' professional development.

Journals reviewed

In depth exploration of the importance of written feedback from teachers in second language learning, as well as the relationship between feedback types and effectiveness. Hyland (2003) and Hyland u0026 Hyland (2006) emphasized the crucial role of written feedback in writing tasks. Ellis (2009) proposed various written corrective feedback strategies, such as direct feedback, indirect feedback, and metalinguistic feedback. Subsequent studies compared the effectiveness of these strategies, such as Mao u0026 Crosthwaite's (2019) and Crosthwaite et al.'s (2020) direct and indirect feedback comparison study, as well as Junqueira u0026 Payant's (2015) local and global feedback comparison study. However, these studies mainly focus on feedback strategies and pay less attention to feedback content.

research method

This article introduces the background, purpose, and implementation of the "Precision Assistance Project for Rural English Education", as well as the feedback practice and feedback literacy research methods of pre service teachers in reading and writing tasks. The project adopts a "face-to-face+online hybrid" model to assist third grade students in rural high schools in improving their listening and speaking abilities as well as their ability to continue reading and writing. The research subjects are 52 pre service English teachers selected through a survey questionnaire, requiring excellent English grades, coaching experience, and participation in online training. Pre service teachers need to assign reading and writing tasks, and provide guidance according to the process of "assigning tasks - students complete the first draft - teacher feedback - students complete the second draft - teacher feedback". The study collected written feedback documents from pre service teachers and pictures of student assignments.

Research has found that

A qualitative study was conducted to analyze the feedback practices and feedback literacy changes of 8 pre service teachers in the task of reading and writing continuation. Research has found that there are differences in the frequency of four types of feedback used by pre service teachers in the early and middle to late stages of the project, with significant changes in task process feedback and no significant changes in self-regulation feedback. Specifically, let's take a look:

discuss

Explored the changes in feedback practice of pre service teachers in reading and writing tasks, as well as the development model of feedback literacy. Research has found that the development of teachers' feedback literacy can be divided into three modes: growth, decline, and stability, indicating that teachers' feedback literacy is dynamically developing. The improvement of teachers' feedback literacy is related to changes in feedback awareness and skills, such as the understanding of how feedback develops students' self-regulation abilities. The different ability components of teacher feedback literacy lead to differences in their feedback literacy, such as teachers with higher feedback literacy being more effective in selecting appropriate types of feedback. The uniqueness of reading and writing tasks poses new requirements for teachers' feedback literacy, including understanding the characteristics of question types, focusing on writing difficulties, interpreting students' language abilities, and paying attention to students' emotions. However, it is not enough to simply recognize that feedback practice can change the feedback literacy of pre service teachers. Further exploration is needed on the specific development model of feedback literacy in practice. The performance of growth oriented pre service teachers in this study indicates that feedback practice helps to enhance their feedback literacy, improve writing teaching methods, and promote students' absorption of feedback. However, it is reasonable for pre service teachers to have less improvement or even decline in feedback literacy after practice, which may be related to their limited knowledge of feedback strategies, lack of internal motivation, and external support. In addition, teachers often have different preferences and concerns, making it difficult to provide comprehensive feedback on all texts. Although this study focuses on pre service English teachers, it also provides some insights into the development of feedback literacy among in-service English teachers in high-risk writing tasks such as reading and writing. Future research can expand the sample size and provide clearer evidence for the development of feedback literacy through different forms, and further validate the effectiveness of feedback by combining it with students' academic performance after feedback.

conclusion

Emphasis was placed on the importance of feedback literacy for pre service teachers in reading and writing tasks, and strategies were proposed to enhance feedback literacy, including self-awareness of pre service teachers, guidance from teacher educators, practical opportunities provided by schools, and policy makers' emphasis on the necessity of feedback. At the same time, we call on all sectors of education to work together to create an evaluation environment conducive to the development of teachers' feedback literacy.