Feedback literacy for EFL speaking among first- and second-year Chinese English majors: structural associations and reported action strategies.

Zhang Y, Huang J, Kumar J

DOI: 10.3389/fpsyg.2026.1872569
Published: 2026
Container: Frontiers in psychology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1872569,
  title = {Feedback literacy for EFL speaking among first- and second-year Chinese English majors: structural associations and reported action strategies.},
  author = {Zhang Y and Huang J and Kumar J},
  year = {2026},
  journal = {Frontiers in psychology},
  doi = {10.3389/fpsyg.2026.1872569},
  url = {https://doi.org/10.3389/fpsyg.2026.1872569}
}

RIS

TY  - JOUR
TI  - Feedback literacy for EFL speaking among first- and second-year Chinese English majors: structural associations and reported action strategies.
AU  - Zhang Y
AU  - Huang J
AU  - Kumar J
PY  - 2026
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2026.1872569
UR  - https://doi.org/10.3389/fpsyg.2026.1872569
ER  -

APA

Y, Z., J, H., & J, K. (2026). Feedback literacy for EFL speaking among first- and second-year Chinese English majors: structural associations and reported action strategies.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1872569

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pubmed · retrieved 2026-09-25T03:54:16.001Z