Abstract: Since 2018, domestic scholars have progressively intensified attention and research on the impact of teachers' feedback literacy on classroom teaching quality and student learning outcomes. Guided by a feedback literacy perspective, this study conducts an empirical investigation into the feedback literacy of Business English teachers in universities located in western regions through questionnaires and interviews. Data suggest that while teachers'overall feedback literacy exceeds the intermediate level, disparities persist across different dimensions. To further promote innovation in higher education and enhance teachers' professional competence, efforts should focus on maintaining a high level of feedback design while improving teachers'abilities in establishing feedback consensus and providing demonstrative feedback. At the same time, diversified training programs are needed to address the lack of initiative and in-depth exploration within the learning feedback dimension.

Key words: English teachers, Classroom feedback, Feedback literacy, Feedback awareness, Western region, Universities in Guangxi