Feedback Literacy as Autonomy Scaffolding: Indonesian EFL Writing Instructors Practices Lilik Ulfiati- Susanah- Melati- Radiatan Mardiah
Universitas Jambi
Abstract
Despite developing academic importance in feedback literacy, research has mainly dominated on students capacities, avoiding the pedagogical focus of feedback givers undertheorized, remarkably within non-Western EFL settings. This research studies Indonesian EFL writing instructors^ ways demonstrating feedback literacy which reflect autonomy-supportive focus in writing classrooms. Applying a qualitative design grounded in an interpretivist epistemology, data were collected through semi-structured and in-depth interviews with purposively selected EFL academic writing instructors at Indonesian undergraduate levels. Braun & Clarke^s (2006) thematic analysis consisted of six-stage procedure was applied to examine nine overarching themes and twenty-three discrete codes. Results reveal that instructors perform autonomy-supportive feedback to encourage metacognitive awareness- promoting self-assessment and peer feedback dispositions within portfolio-based mutli-draft pedagogies- implementing error-coding systems that send self-correction agency to students- and positioning feedback instrumentally as authorization rather than instruction/ recommendation. These practices cooperatively operationalize Carless & Boud^s (2018) feedback literacy concept and Benson^s (2013) three-way autonomy framework within a sociocultural setting in which transmission-oriented pedagogical models remain dominant. This study provides as empirically grounded, contextually situated account of instructor feedback literacy that develops the field^s employment with non-Western EFL contexts.
