Simulacre Oposicions Anglès (Lengua Extranjera) #5

Read the text and answer the questions. **Feedback Literacy in EFL: From Corrections to Learning Decisions** In many secondary English classrooms, feedback is still treated as a one-way transmission: the teacher marks mistakes, students check the grade, and the process ends. Research on feedback literacy suggests this model is pedagogically weak because it assumes that quality information automatically leads to improved performance. In practice, students often receive comments they do not understand, do not trust, or do not know how to apply. Feedback literacy reframes the issue by focusing on learner agency. It includes four core capacities: appreciating feedback as a resource for growth, making judgments about quality, managing emotional responses, and taking concrete action to improve future work. In language education, this means students must learn to identify patterns in their recurring errors, distinguish between global and local revisions, and transfer lessons from one task to the next. This approach has strong implications for assessment design. If teachers want students to use feedback, tasks must create opportunities for uptake: draft-revision cycles, reflection prompts, and explicit feedforward goals. Without these structures, comments remain inert data. When feedback is embedded in iterative routines, however, students begin to perceive evaluation not as judgment day but as part of learning. Yet implementation challenges are real. Time constraints, large groups, and exam pressure can reduce feedback to shorthand codes or generic comments. Digital tools can help by automating low-level correction, but they also risk promoting superficial editing if learners focus only on fixing visible errors. The key pedagogical question is therefore not whether to give more feedback, but how to cultivate better feedback use. For high-stakes contexts such as oposiciones, feedback literacy is especially relevant. Candidates who can interpret criteria, self-diagnose weaknesses, and convert comments into strategic study plans are more likely to improve between mock exams. In this sense, feedback is not merely a teacher practice; it is a competitive skill.