In order to promote the sustainable development of students’ learning capabilities, students are expected to take an active role in the feedback process. Ideally, students should not only actively interpret and act on the feedback received from their teachers, but they should also serve as feedback generators for their peers and themselves. Our study aimed to explore Chinese university English-as-a-Foreign-Language (EFL) students’ perceptions of the feedback practices in their classrooms and their feelings about teacher feedback, peer review and self-review as credible feedback sources. Adopting a qualitative research design, we recruited three teachers together with seven to eight of their students (in total 23 students) from two universities in Northwest China. Data were collected by using focus group interviews and classroom observations. Findings indicated that students relied on teachers to provide informative feedback to help them progress. They also attached limited value to either peer or self-review. Our interview data revealed three possible reasons for students’ devaluation of peers and themselves as feedback sources: insufficient understanding of students’ roles and responsibilities in the feedback process, perceived limited capability and capacity to generate quality feedback; and affective and relational concerns if engaging in the feedback process. These findings highlight the need for teachers to foster student feedback literacy, and hence help them utilize different feedback sources to enhance their learning and sustainable development.
Good Water Governance for the Sustainable Development of the Arid and Semi-arid Areas of Northwest China