Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/103305
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Type: Journal article
Title: Cultural dimensions of feedback at an Australian university: a study of international students with English as an additional language
Author: Warner, R.
Miller, J.
Citation: Higher Education Research and Development, 2015; 34(2):420-435
Publisher: Taylor & Francis
Issue Date: 2015
ISSN: 0729-4360
1469-8366
Statement of
Responsibility: 
Richard Warner and Julia Miller
Abstract: International students with English as an additional language face transitional challenges when entering a new academic culture. One such challenge involves optimising feedback to help foster their academic development, bearing in mind that feedback is not a culturally neutral entity, Nazif, A., Biswas, D., Hilbig, R., . Towards an understanding of student perceptions of feedback. Carleton Papers in Applied Language Studies, . The current study of, postgraduate international students examines pre-course and in-course perceptions, experiences and expectations of feedback at university in Australia. Responses to questionnaires and in focus groups revealed that students, previous feedback experiences had largely been summative, with an emphasis on error correction, but they expected to receive more feedback, particularly formative, throughout their courses. They also had concerns about understanding feedback, and about potentially negative remarks. These concerns were partially borne out by a follow-up survey, n, in which only, said they understood everything their lecturers said. Teachers giving feedback to international students may, therefore, need to consider the nature of their comments, their method of delivery and how their feedback affects student development.
Keywords: academic acculturation; autonomy; English as an additional language; expectations; feedback; intercultural; student experience
Rights: © 2014 HERDSA
RMID: 0030027816
DOI: 10.1080/07294360.2014.956695
Appears in Collections:Education publications

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