Beyond Traditional Feedback: Exploring Technology-Enhanced Feedback Literacy Among Vietnamese Efl University Lecturers

Abstract

Technology-enhanced feedback has become increasingly important in higher education, particularly in English as a Foreign Language (EFL) contexts where digital technologies are widely integrated into teaching and learning practices. This study investigated technology-enhanced feedback literacy among Vietnamese EFL university lecturers using an adapted version of the Teacher Technology-Enhanced Feedback Literacy Scale (TTLS) developed by Yang et al. (2023). Employing a quantitative cross-sectional survey design, data were collected from 289 EFL lecturers from public and private universities across Vietnam through an online questionnaire administered via Google Forms. The instrument examined three dimensions of technology-enhanced feedback literacy, including the quality of feedback using technology, support of feedback processes through technology, and practices of feedback in technology-mediated communities. The collected data were analyzed using IBM SPSS Statistics version 28 through descriptive statistics and factor analysis. The findings revealed that Vietnamese EFL university lecturers generally demonstrated moderate to high levels of technology-enhanced feedback literacy. Lecturers reported positive perceptions toward using technology to improve feedback quality and support students’ engagement with feedback processes. However, collaborative and data-driven feedback practices were less commonly implemented. The study highlights the growing role of digital technologies in EFL feedback practices and emphasizes the need for further institutional and professional support in Vietnamese higher education contexts..