Responsive pedagogy consists of a recursive dialogue between a learner’s internal feedback and external feedback provided by significant others. In this perspective, feedback entails more than the one-directional transmission of information, and the interactions between internal and external feedback loops highlight the role of students’ self-regulation and self-efficacy. In responsive pedagogy, students take an active role in feedback dialogues as feedback is regarded as jointly co-constructed through interactions among teachers, students, and peers. Despite the current rhetoric on the benefits of facilitating feedback dialogues, a gap has been identified in the understanding of what is needed to engage students as equal partners in feedback processes. This study focuses on the relationship of students’ perceptions of teachers’ feedback practice with students’ perceived external goal orientation, self-regulation, self-efficacy, and English as a foreign language (EFL) teaching. Data were collected by using a student survey (n= 1137) in six Norwegian lower secondary schools (13-16 year-olds). The results indicate that the students who were aware of external learning goals perceived the teachers’ feedback as more useful. Self-efficacy was the scale with the highest mean score, indicating that the students generally reported high expectations for their own EFL abilities and skills. The lowest mean score was the moderate score for EFL teaching, indicating that the students to some extent found EFL teaching interesting and enjoyable. The highest positive correlation was found between the students’ perceptions of their teachers’ feedback practice and external goal orientation. The multiple regression model showed that the students’ perceptions of their external goal orientation was the strongest predictor of their perceptions of teachers’ feedback practice. Perceived teachers’ feedback practice partially mediated the relationship between self-efficacy and self-regulation. The results suggest that perceived self-efficacy and perceived EFL teaching positively predicted perceived teacher feedback practice when mediated by perceived external goal orientation and perceived self-regulation. The concept of responsive pedagogy has the explicit aim to develop students’ self-regulatory capacities through recursive learning dialogues in internal and external feedback loops as teachers bring students to believe in their own competences. The notion of equal partners in responsive pedagogy requires greater involvement by students in providing feedback to teachers. The practice of students giving feedback back to teachers is an important area of focus for future studies. The notion of equitable feedback practices could further reduce students’ feedback resistance and ensure that the external goals provided by teachers become students’ internalised goals.