Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study)

Authors

DOI:

https://doi.org/10.18326/register.v16i1.139-167

Keywords:

bibliometric, bibliometrix, feedback, feedback literacy, scientometric, systematic review

Abstract

Drawing on the construct of Academic Literacy, Paul Sutton coined the term "Feedback Literacy" in 2012. Since then, a growing body of research on Feedback Literacy has emerged from scholars worldwide. This bibliometric study then intended to trace the historical development of Feedback Literacy research over a decade and identify future trends and directions in the field. Extracting from the Scopus database and employing Bibliometrix R-tool, this study seeks to reveal the performance analysis and science mapping of the construct. PRISMA 2020 was utilized to guide the articles' search, screening, selection, and reporting. The result of the performance analysis revealed the most prominent journal (Assessment and Evaluation in Higher Education), author (David Carless), article (Carless & Boud, 2018), and keywords (students-related feedback) in feedback literacy research. The conceptual, intellectual, and social structure analyses under science mapping provided insight into popular and fundamental research themes and the collaboration network among feedback literacy authors, with Australian researchers at the forefront. The findings imply that feedback literacy is a fertile ground for further research on topics such as students-related feedback, online feedback, ecological factor, and dialogic feedback. Studies outside of the context of higher education are still under-represented. This study can also aid novice scholars m finding relevant references or outlets for publication.

Author Biographies

Imelda Gozali, Universitas Negeri Malang

Imelda Gozali is a Ph.D. student in the Graduate School of English Language Education, Faculty of Letters, Universitas Negeri Malang. Indonesia. She is also a faculty member of the English Department in the Universitas Katolik Widya Mandala Surabaya. Her current research interest is in feedback literacy, writing, technology in education, and teachers’ professional development.

Abdul Syahid, IAIN Palangka Raya

Abdul Syahid has been an EFL teacher since 1995. After teaching at some senior high schools in Sepang and Sampit, he joined Institut Agama Islam Negeri Palangka Raya, Indonesia in 2018 to pursue his teaching career. Besides e-learning and computer assisted language learning, his areas of interest include bibliometric studies.

Nunung Suryati, Universitas Negeri Malang

Nunung Suryati is a faculty member at the Universitas Negeri Malang, Indonesia. She obtained her M.Ed. in English Education in Curtin University of Technology, Perth, Australia, and her Ph.D. in English Education from The University of Newcastle, New South Wales, Australia. She specializes in English Language Teaching, with an interest in ESP and Advanced Listening.  She also specializes in Pre-Service Teacher Education.

References

Agbo, F. J., Oyelere, S. S., Suhonen, J., & Tukiainen, M. (2021). Scientific production and thematic breakthroughs in smart learning environments: a bibliometric analysis. Smart Learning Environments, 8(1), 1–25. https://doi.org/10.1186/s40561-020-00145-4

Altamimi, O. A., & Masood, M. (2021). Teacher electronic written corrective feedback, trends and future directions. Arab World English Journal, 12(3), 308–322. https://doi.org/https://dx.doi.org/10.24093/awej/vol12no3.21

Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959–975. https://doi.org/10.1016/j.joi.2017.08.007

Baas, J., Schotten, M., Plume, A., Côté, G., & Karimi, R. (2020). Scopus as a curated, high-quality bibliometric data source for academic research in quantitative science studies. Quantitative Science Studies, 1(1), 377–386. https://doi.org/10.1162/qss_a_00019

Barbosa, M. W., & Ferreira-Lopes, L. (2021). Emerging trends in telecollaboration and virtual exchange: a bibliometric study. Educational Review, 1–29. https://doi.org/10.1080/00131911.2021.1907314

Barrot, J. S. (2021). Scientific mapping of social media in education: A decade of exponential growth. Journal of Educational Computing Research, 59(4), 645–668. https://doi.org/10.1177/0735633120972010

Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. https://doi.org/10.1177/003172171009200119

Boud, D., & Dawson, P. (2021). What feedback literate teachers do: an empirically-derived competency framework. Assessment and Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2021.1910928

Caputo, A., & Cargina, M. (2022). A user-friendly method to merge Scopus and Web of Science data during bibliometric analysis. Journal of Marketing Analytics, 10, 82–88. https://doi.org/https://doi.org/10.1057/s41270-021-00142-7

Carless, D. (2022, January 22). Feedback literacy in higher education [video]. YouTube. https://www.youtube.com/watch?v=BmcExCZf3_4

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

Carless, D., & Winstone, N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1782372

Chin, H., & Chew, C. M. (2021). Profiling the research landscape on electronic feedback in educational context from 1991 to 2021: a bibliometric analysis. In Journal of Computers in Education, 8)4 (Vol. 8, Issue 4). Springer Berlin Heidelberg. https://doi.org/10.1007/s40692-021-00192-x

Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment and Evaluation in Higher Education, 46(1), 92–104. https://doi.org/10.1080/02602938.2020.1730765

Chong, S. W. (2019). A systematic review of written corrective feedback research in ESL/EFL contexts. Language Education and Assessment, 2(2), 57–69. https://doi.org/10.29140/lea.v2n2.138

Coate, K., & Barnett, R. (2005). Engaging the curriculum in higher education. Open University Press.

Czaholi, A. (2021). The effectiveness of oral corrective feedback in experimental and quasi-experimental studies: A systematic literature review. Independen, 36. http://lnu.diva-portal.org/smash/get/diva2:1567543/FULLTEXT01.pdf%0Ahttp://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104875

Darmawansah, D. (2021). A Bibliometric mapping of educational technology in Indonesia (2011-2020). Indonesian Scholars Scientific Summit Taiwan Proceeding, 3, 8–15. https://doi.org/10.52162/3.2021107

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133(April), 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070

Ducasse, A. M., & Hill, K. (2019). Developing student feedback literacy using educational technology and the reflective feedback conversation. Practitioner Research in Higher Education, 12(1), 24-37.

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350

Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31(1), 121–162. https://doi.org/10.1007/s10648-018-9446-6

Hallinger, P. (2014). Reviewing reviews of research in educational leadership: An empirical assessment. Educational Administration Quarterly, 50(4), 539–576. https://doi.org/10.1177/0013161X13506594

Han, Y., & Xu, Y. (2021). Student feedback literacy and engagement with feedback: a case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181–196. https://doi.org/10.1080/13562517.2019.1648410

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Julia, J., Dolifah, D., Afrianti, N., Isrokatun, I., Soomro, K. A., Erhamwilda, E., Supriyadi, T., & Ningrum, D. (2020). Flipped classroom educational model (2010-2019): A bibliometric study. European Journal of Educational Research, 9(4), 1377–1392. https://doi.org/10.12973/eu-jer.9.4.1377

Lee, I. (2022, March 26). Teaching written communication skills [video]. YouTube. https://www.youtube.com/watch?v=ULaeoSuh14I

Li, F., & Han, Y. (2022). Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university. Assessment and Evaluation in Higher Education, 47(2), 198–212. https://doi.org/10.1080/02602938.2021.1908957

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309–365. https://doi.org/10.1111/j.1467-9922.2010.00561.x

Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32(2). https://doi.org/10.1017/S0272263109990520

Malecka, B., Boud, D., & Carless, D. (2020). Eliciting, processing and enacting feedback: mechanisms for embedding student feedback literacy within the curriculum. Teaching in Higher Education, 1–15. https://doi.org/10.1080/13562517.2020.1754784

Mittal, G., & Gupta, P. (2021). A bibliometric review of mobile banking adoption literature. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3993160

Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment and Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955

Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. Profesional de La Informacion, 29(1), 1–20. https://doi.org/10.3145/epi.2020.ene.03

Mukherjee, D., Lim, W. M., Kumar, S., & Donthu, N. (2022). Guidelines for advancing theory and practice through bibliometric research. Journal of Business Research, 148, 101–115. https://doi.org/10.1016/j.jbusres.2022.04.042

Nguoi, C. C. L., & Habil, H. (2021). Bibliometric analysis of research on peer feedback in teaching and learning. Pertanika Journal of Social Sciences and Humanities, 29(3), 1957–1980. https://doi.org/10.47836/pjssh.29.3.25

Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. https://doi.org/10.1080/02602938.2013.795518

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. The BMJ, 372. https://doi.org/10.1136/bmj.n71

Sandra, L. T. E. (2022). L2 writers' response to and use of teacher feedback: an activity theory perspective. The Journal of Asia TEFL, 19(1), 66–92.

Sharma, P., Singh, R., Tamang, M., Singh, A. K., & Singh, A. K. (2021). Journal of teaching in travel &tourism: a bibliometric analysis. Journal of Teaching in Travel and Tourism, 21(2), 155–176. https://doi.org/10.1080/15313220.2020.1845283

Sutton, P. (2012). Conceptualizing feedback literacy: knowing, being, and acting. Innovations in Education and Teaching International, 49(1), 31–40. https://doi.org/10.1080/14703297.2012.647781

Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students' learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475–511. https://doi.org/10.3102/0034654314564881

Wang, J., Li, X., Wang, P., Liu, Q., Deng, Z., & Wang, J. (2022). Research trend of the unified theory of acceptance and use of technology theory: A bibliometric analysis. Sustainability (Switzerland), 14(1). https://doi.org/10.3390/su14010010

Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10(January), 1–14. https://doi.org/10.3389/fpsyg.2019.03087

Wood, J. (2021). A dialogic technology-mediated model of feedback uptake and literacy. Assessment and Evaluation in Higher Education, 46(8), 1173–1190. https://doi.org/10.1080/02602938.2020.1852174

Xie, W. (2022). A Bibliometrics analysis on teacher's feedback research based on CiteSpace through data visualization. Scientific Programming, 2022. https://doi.org/10.1155/2022/3789810

Xu, Y., & Carless, D. (2017). 'Only true friends could be cruelly honest': cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment and Evaluation in Higher Education, 42(7), 1082–1094. https://doi.org/10.1080/02602938.2016.1226759

Yu, S. (2021). Feedback-giving practice for L2 writing teachers: Friend or foe? Journal of Second Language Writing, 52(January), 100798. https://doi.org/10.1016/j.jslw.2021.100798

Zhang, X. (2019). A bibliometric analysis of second language acquisition between 1997 and 2018. Studies in Second Language Acquisition, 17, 1–24. https://doi.org/10.1017/S0272263119000573

Zhu, J., & Liu, W. (2020). A tale of two databases: The use of Web of Science and Scopus in academic papers. Scientometrics, 123, 321–335. https://doi.org/https://doi.org/10.1007/s11192-020-03387-8

Downloads

Published

2023-05-23

How to Cite

Gozali, I., Syahid, A., & Suryati, N. (2023). Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study). Register Journal, 16(1), 139–167. https://doi.org/10.18326/register.v16i1.139-167

Issue

Vol. 16 No. 1 (2023): REGISTER JOURNAL

Section

Articles

License

Copyright (c) 2023 Imelda Gozali, Abdul Syahid, Nunung Suryati

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

COPYRIGHT NOTICE

REGISTER JOURNAL: https://ejournal.uinsalatiga.ac.id/index.php/register/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Copyright Notice
  
An author who publishes in  REGISTER JOURNAL agrees to the following terms:

  • The author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
  • The author can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
  • The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).

Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal. They will not be made available for any other purpose or to any other party.