1 Introduction

The importance of teacher feedback literacy and its impact on students' academic performance were discussed. Teacher feedback literacy includes three aspects: feedback knowledge, professional skills, and emotional attitudes, which are key factors in improving the quality of education. Current research focuses on theoretical frameworks, influencing factors, development paths, and scale development. However, empirical research on the feedback literacy status of English teachers in universities is relatively lacking. This study analyzed the current status of feedback literacy among English teachers in Chinese universities through questionnaire surveys and interviews, and explored the impact of factors such as teaching experience, target audience, and school level on it, aiming to provide reference for teacher feedback literacy training.

2 Research Design

Introduced the research design, including research questions, subjects, data collection and analysis methods. The research question involves the current status and influencing factors of feedback literacy among English teachers in universities. The research subjects are 1401 college English teachers, selected through the principle of intensity sampling, considering teacher contact information, questionnaire scores, and representative factors. The data collection adopts the Feedback Literacy Scale for College English Teachers and semi-structured interviews. The scale includes basic information of teachers and Likert's five point scale questions, with good reliability. The data was collected through a questionnaire platform, and after removing invalid questionnaires, the effective response rate was 84.4%. Data analysis was conducted using SPSS 25.0 for descriptive statistics, single sample t-test, and multivariate analysis of variance. The interview content involves teachers' cognition, practice, and emotional attitudes towards feedback. The recorded and transcribed text is about 50000 words and is organized using content analysis method.

3 Research Results

The overall score of feedback literacy among college English teachers is 3.86, which is above average. The scores of the four dimensions of design feedback, establishing feedback consensus, demonstration feedback, and learning feedback decrease in order. In terms of feedback design, teachers have shown excellent performance in providing feedback and timely feedback, but lack awareness in promoting students to implement feedback opinions. In terms of demonstration feedback, teachers have a strong awareness of using homework examples to provide feedback, but a weak awareness of helping students internalize grading rules. In terms of establishing feedback consensus, teachers recognize the role of students in the feedback process, but lack substantive guidance in guiding students to participate in the feedback process. In terms of learning feedback, teachers have a proactive awareness of learning feedback knowledge, but the impact of communication among colleagues and classroom observation on their own feedback ability is relatively small. Teaching experience, target audience, and school level have no significant impact on the overall level of teacher feedback literacy, but there are significant differences in the dimensions of design feedback and demonstration feedback between target audience and school level.

4 Discussion

This chapter uses statistical analysis methods to study the feedback literacy levels and differences of college English teachers in different dimensions. Research has found that teachers perform well in designing feedback and establishing feedback consensus, while they are relatively weak in demonstrating feedback and learning feedback. Factors such as teaching experience, target audience, and school level have a significant impact on design feedback and demonstration feedback, but have no significant effect on establishing feedback consensus and learning feedback. Teachers of non English major students score lower in designing feedback, which may be related to large class teaching and students' low motivation for English learning. Teachers in a university score higher in design feedback, which may be related to high student proficiency, positive learning attitudes, and school resource support. Teachers with 11-20 years of teaching experience score lower in demonstration feedback, which may be related to the pressure of teaching and research assessment. Young teachers from three universities scored lower in demonstration feedback, which may be related to the lower pressure of scientific research assessment and a greater emphasis on teaching ability. Teacher feedback literacy is influenced by social and cultural contexts as well as school material conditions, and is a dynamic practical process.

5 Conclusion

The key role of teacher feedback literacy in promoting student learning was emphasized, and it was pointed out that this study analyzed the feedback literacy level of English teachers in Chinese universities through a scale survey, providing data support for teacher training. It is recommended that teachers use scales to enhance their feedback skills and establish a personal feedback resource library. Teaching managers and educators should consider the impact of external factors on teachers' feedback willingness and take measures to improve their feedback willingness and create favorable teaching conditions. Meanwhile, the study may overestimate the level of teacher feedback literacy, as the data mainly comes from self-reported reports and audiences with high attention to teaching and research. Future research should use more objective data to explore in depth the relationship between teacher feedback beliefs and practice.