Sabahattin Yeşilçınar, Kaveh Jalilzadeh, Mehmet Şata
This study examines the impact of L1 (native language) on feedback literacy among EFL learners from Turkey, Iraq, and Iran. It investigates potential item biases in feedback literacy across diverse contexts and explores variations in feedback literacy levels based on native language, language proficiency, and gender. The research emphasizes the significance of students' literacy histories and cultural factors in shaping feedback literacy, advocating for an inclusive and culturally sensitive approach. The findings shed light on the intricate interplay of cultural, linguistic, and educational factors in feedback literacy and offer practical insights for educators and institutions. Understanding the role of L1 in feedback provision contributes to the knowledge of effective feedback practices for diverse language learners. Recognizing the diverse literacy backgrounds and experiences of students enables higher education institutions to better support the development of feedback literacy, fostering inclusive and culturally responsive learning environments. This study contributes to the existing literature on feedback literacy and provides a foundation for further exploration. Educators and institutions can benefit from these findings by adopting context-sensitive approaches to feedback literacy, promoting effective feedback practices in language learning contexts.