en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="color:#339966;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective</b>: This study investigated the effects of teacher-generated emergent feedback on the writing feedback literacy of Iranian EFL learners with high and low writing self-efficacy.<br> <b>Methods</b>: This mixed-methods study involved 60 upper-intermediate EFL learners from two branches of Islamic Azad University. Based on their writing self-efficacy scores, participants were divided equally into a high self-efficacy group (n = 30) and a low self-efficacy group (n = 30). Both groups completed a 15-session IELTS writing course in which they received teacher-generated emergent feedback. Writing feedback literacy was measured before and after the treatment using the writing feedback literacy scale. Quantitative data were analyzed using descriptive statistics, assumption testing, mixed ANOVA, paired-samples t-tests, and change-score analyses. Qualitative data were analyzed using reflexive thematic analysis.<br> <b>Results</b>: The quantitative findings showed a significant time-by-self-efficacy interaction, indicating that learners&#39; progress in writing feedback literacy differed according to their self-efficacy levels. Learners with high self-efficacy made significant gains, whereas those with low self-efficacy did not. The qualitative findings showed that high self-efficacy learners engaged in dialogic interaction with the teacher by perceiving teacher comments as dialogic guidance, transforming them into self-regulatory strategies, and treating critique of their writing as part of the learning process. In contrast, low self-efficacy learners relied heavily on teacher authority, defensively sought explicit reassurance, and found it difficult to transfer feedback into autonomous learning strategies.<br> <b>Conclusions</b>: Teacher-generated emergent feedback appears to promote writing feedback literacy more effectively among learners with high writing self-efficacy than among those with low self-efficacy. Writing teachers should therefore consider learners&#39; self-efficacy beliefs when providing feedback, and low self-efficacy learners may need additional scaffolding, such as explicit feedback training, confidence-building support, and gradual guidance toward autonomy, to benefit fully from dialogic feedback practices.</span></span></span></span></div> Teacher-generated feedback, Emergent feedback, Feedback literacy, Writing self-efficacy, EFL writing, Graduated mediation 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-680-1&slc_lang=en&sid=1 Saeedeh Torabi saeedeh.torabi@iau.ac.ir 10031947532846006261 0009-0008-6000-9505 No Department of English, SR.C., Islamic Azad University, Tehran, Iran Fatemeh Nami f.nami@aut.ac.ir 10031947532846006262 10031947532846006262 Yes Department of Foreign Languages, Amirkabir University of Technology, Tehran, Iran Ghafour Rezaei gh.rezaie@iau.ac.ir 10031947532846006263 10031947532846006263 No Department of English, Ga. C., Islamic Azad University, Garmsar, Iran