Investigating Pre-Service English Teachers’ Feedback Literacy In Indonesia: A Mixed Method Study

Sabila Lauren (Universitas Ibn Khaldun Bogor)
Amalul Umam (Universitas Ibn Khaldun Bogor)
Risna Syafitri (Universitas Ibn Khaldun Bogor)
Alan Jaelani (Universitas Ibn Khaldun Bogor)

Tarling : Journal of Language Education
Vol. 10 No. 2 (2026): Juli

Backround - Feedback plays a vital role in minimizing learning gaps, yet its effectiveness fundamentally depends on students' capacity to process and implement it.Urgency of Research - Although feedback research is abundant, studies specifically examining feedback literacy among Indonesian pre-service teachers remain scarce, with little mixed-method data combining quantitative trends with qualitative narratives.Research Objectives - Framed under a dual-dimension readiness framework, this study investigated student feedback literacy (SFL) among Indonesian English pre-service teachers, examining gender differences, its correlation with academic performance, and the underlying factors promoting this capacity.Research Method - An explanatory sequential mixed-method design was employed. Quantitative data were gathered from a survey of 70 English pre-service teachers, followed by qualitative semi-structured interviews with selected participants across high, medium, and low performance bands.Research Findings - The quantitative findings revealed a significant gender difference, with female pre-service teachers demonstrating higher feedback literacy scores than males. Furthermore, a significant positive correlation was established between feedback literacy and academic achievement. Qualitatively, socio-affective readiness characterized by a mature appreciation of feedback value and high behavioral proactivity emerged as the primary differentiator and dominant driver governing students' long-term engagement. Meanwhile, cognitive readiness served as the functional operational agent required to process technical corrections.Research Conclusion & Novelty - The integration of data indicates that the moderate correlation reflects asymmetric readiness profiles among students, where motivational drives and interpretive capacities often diverge. These insights underscore the need for teacher education programs to cultivate emotional resilience alongside technical skills to optimize the transformative potential of instructional feedback.