This study examines potential correlations between L2 learners’ feedback literacy and their achievement, as well as exploring how learners at different proficiency levels perceive their capacity for feedback literacy. A total of 214 participants were classified into three groups based on their proficiency levels: advanced, intermediate, and low. Three major instruments were utilized in this study: a demographic questionnaire, the Student Feedback Literacy Scale (SFLS), and an English competency test. The findings show positive correlations between factors of student feedback literacy and language performance, revealing that all factors of the SFLS were interlinked. Learners in the advanced and intermediate groups exhibited significantly higher feedback literacy compared to lower proficiency learners in terms of eliciting, processing, and enacting feedback on the SFLS. Additionally, the advanced learners demonstrated a significantly greater capacity for feedback literacy on the SFLS than lower proficiency learners in relation to their appreciation of feedback, readiness to engage, and commitment to change. Consequently, the present study proposes applicable learning methods and teaching guidelines to help language learners become more effective at feedback literacy in L2 learning contexts.