Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis

The unexpected COVID-19 pandemic posed significant challenges to teachers’ feedback-giving practice. This study reports on an inquiry into 16 Chinese EFL teachers’ feedback changes during the pandemic, with a focus on whether and how the teachers changed their feedback practice when a range of digital assessment tools and online instructional technologies were introduced to them. Data were gathered through semi-structured interviews and...