Chapter 15. GIVING FEEDBACK ON ASSIGNMENT WRITING TO INTERNATIONAL STUDENTS – THE INTEGRATION OF VOICE AND WRITING TOOLS

Warner, Richard

doi:10.1515/9781614510208.355

Cited by 3 publications

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“…International students are one such group. International students may have difficulties deciphering complex academic language (Hyland and Hyland, 2006;Warner and Miller, 2015), and their perceptions of comments may be coloured by their own unique cultural expectations and experiences, particularly with regard to critical content (Hyland and Hyland, 2006;Tian and Lowe, 2013;Warner, 2011;Warner and Miller, 2015). There is some evidence that educators understand that international students, particularly those who are non-native English speakers, may have additional feedback needs when compared with domestic students.…”

Section: Feedback Usefulness and Student Diversitymentioning

confidence: 99%

The usefulness of feedback

Henderson

Ryan

Boud

et al. 2019

Active Learning in Higher Education

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Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.

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Section: Feedback Usefulness and Student Diversitymentioning

confidence: 99%

The usefulness of feedback

Henderson

Ryan

Boud

et al. 2019

Active Learning in Higher Education

View full text Add to dashboard Cite

show abstract

“…The students come from a variety of developing countries and the programme aims to help these students in their operational acculturation to study demands in an Australian HE context (Warner, 2011), drawing upon both generic and disciplinespecific contexts (Warner, 2010). These students have experienced a variety of feedback experiences in their domestic academic cultures.…”

Section: Literature Reviewmentioning

confidence: 99%