Although many studies have elaborated the nature and importance of feedback literacy, a longitudinal approach to delving into the development of EFL students’ feedback literacy is scarce. Informed by an evidence-based framework of feedback literacy improvement in the context of academic writing (Yu & Liu, 2021), the study explored the development of feedback literacy of three first-year students who studied English as a Foreign Language (EFL) in understanding, evaluating, reflecting on, and using peer feedback and their emotional responses during a semester-long online writing program. By analyzing students’ voiced peer feedback, written drafts, immediate reflections after peer feedback, monthly reflection journals, end-of-term stimulated recalls and interviews, we found positive changes in their cognitive, behavioral, and emotional capacities in response to peer feedback, and increasing improvement in students’ assessment criteria knowledge through self-reflections after peer feedback, incorporation of peer feedback and reflections into revision. However, students did not develop at the same pace due to personal factors. Variations in students’ reflections and proactive actions were found in relation to the development of feedback literacy evidenced in their revision improvement. Implications for pedagogical facilitation of peer feedback literacy and use of peer feedback in revision in academic writing are discussed.

尽管许多研究阐述了反馈素养的本质和重要性，但深入研究英语学生反馈素养发展的纵向方法却很少。基于学术写作背景下反馈素养改进的循证框架（Yu & Liu，2021）），该研究探讨了三名学习英语作为外语（EFL）的一年级学生在为期一个学期的在线写作课程中理解、评估、反思和使用同伴反馈及其情绪反应的反馈素养的发展。通过分析学生的语音同伴反馈、书面草稿、同伴反馈后的即时反思、每月反思日记、期末刺激回忆和访谈，我们发现他们响应同伴反馈的认知、行为和情感能力发生了积极变化，通过同伴反馈后的自我反思，将同伴反馈和反思纳入修订中，不断提高学生对评估标准的认识。但由于个人因素，学生的发展速度并不一致。学生的反思和主动行动的变化与反馈素养的发展有关，这在他们的复习改进中得到了证明。讨论了同伴反馈素养的教学促进以及在学术写作修改中使用同伴反馈的影响。