A bibliometric analysis on feedback literacy from the Asian perspective: What do we know and where do we go from here?

Abstract

AbstractThe increasing interest in theory and practice towards enhancing student agency and independence in learning has led to the introduction of feedback literacy. While the topic of feedback literacy has started to gain traction in the literature, published data regarding this topic are still limited, particularly those that applied a bibliometric approach. Therefore, the current study contributes to the literature on feedback literacy by analysing the volume, increasing trend, worldwide distribution, types of sources, key journals, pioneering authors, and dominating nations. To achieve this aim, the researchers retrieved published works on feedback literacy from the Scopus database from 2012 to 2022. The current study found that feedback literacy is still a new topic in the feedback field, with a significant amount of literature focusing on student feedback literacy in the context of higher education. An avenue for future studies is proposed in this study to guide future researchers in expanding the current understanding of feedback literacy. This bibliometric analysis shall serve as a guide for future research directions by providing a comprehensive overview of current scenarios of feedback literacy.

Keywords

• Assessment
• bibliometric analysis
• feedback literacy
• student feedback literacy
• teacher feedback literacy
• Scopus