Аннотация
Feedback literacy is becoming acknowledged as a "foundational capability" students need to self-regulate learning and improve performance at university. This scoping review charts developments in feedback literacy between 2005 and 2025 in terms of conceptualisation, pedagogical interventions, measurement and student-relationed factors, as well as mediators of feedback literacy related to digital technology use in English as a Foreign Language (EFL) learning contexts. We followed PRISMA-ScR guidelines for scoping reviews to search for, select, and screen peer-reviewed empirical studies and conceptual articles published in Scopus, Web of Science, and ERIC databases. Thematic analysis was used to synthesise evidence from 43 studies resulting from this search process. The feedback literature is undergoing an ontological paradigm shift, from transmission-to connection-based views of feedback processes. Pedagogical interventions to support students' development of feedback literacy are focused on evaluative judgement through peer-and self-assessment practices and feedforward through curriculum-long approaches to feedback. As learning analytics and Generative AI gain momentum in education, students need critical «AI feedback literacy» to assess machine-generated messages. Students' development of feedback literacy is also contingent on teacher feedback literacy and relational trust. Recommendations for future research include measuring feedback literacy behaviorally and using research designs that triangulate self-report with digital log files when testing students' uptake of feedback.