This study investigated writing feedback literacy among 562 Korean high-school students. A validated international scale was translated and adapted, then analysed with descriptive statistics, latent profile analysis, and multinomial logistic regression. Three profiles emerged—Passive Recipient, Preparation-oriented, and Practice-oriented. Gender and the frequency of giving and receiving feedback significantly increased the likelihood of belonging to the more advanced profiles. The results call for richer self- and peer-assessment opportunities, affective support when receiving critique, and thoughtful integration of AI-based feedback systems to move students toward active, practice-oriented engagement.