Citations (59)
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Read on this site (24)
Zhou-min Yuan & Chu-nan Li. (2024) Investigating English-medium instruction for international students in China. Journal of Multilingual and Multicultural Development 45:4, pages 1271-1283.
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Yan (Olivia) Zhang & Ken Hyland. (2024) Mediated performance in the feedback process: reinforcing improvement. Studies in Higher Education 49:3, pages 518-533.
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Ana Rita Sequeira, Mieghan Bruce & Megan Paull. (2024) Feedback format preferences of international post-graduate students in Australia: an exploratory mixed methods study. Assessment & Evaluation in Higher Education 49:2, pages 203-219.
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Richard Bale & Monika Pazio Rossiter. (2023) The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff. Journal of Further and Higher Education 47:6, pages 810-821.
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Monika Pazio Rossiter. (2023) ‘What you mean versus what you say’ – exploring the role of language and culture in European students’ interpretation of feedback. Assessment & Evaluation in Higher Education 48:4, pages 544-555.
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Monika Pazio Rossiter & Richard Bale. (2023) Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy. Innovations in Education and Teaching International 60:3, pages 368-378.
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Eloy Gálvez-López. (2023) Formative feedback in a multicultural classroom: a review. Teaching in Higher Education 0:0, pages 1-20.
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Genshu Lu & Mei Tian. (2023) The influences of online learning environments, self-efficacy, and interaction on learning achievement: the case of international students in China. Interactive Learning Environments 0:0, pages 1-22.
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Bianka Malecka, David Boud, Joanna Tai & Rola Ajjawi. (2022) Navigating feedback practices across learning contexts: implications for feedback literacy. Assessment & Evaluation in Higher Education 47:8, pages 1330-1344.
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Veronica Rovagnati & Edd Pitt. (2022) Exploring intercultural dialogic interactions between individuals with diverse feedback literacies. Assessment & Evaluation in Higher Education 47:7, pages 1057-1070.
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Veronica Rovagnati, Edd Pitt & Naomi Winstone. (2022) Feedback cultures, histories and literacies: international postgraduate students’ experiences. Assessment & Evaluation in Higher Education 47:3, pages 347-359.
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Fangfei Li & Ye Han. (2022) Student feedback literacy in L2 disciplinary writing: insights from international graduate students at a UK university. Assessment & Evaluation in Higher Education 47:2, pages 198-212.
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James Wood. (2021) A dialogic technology-mediated model of feedback uptake and literacy. Assessment & Evaluation in Higher Education 46:8, pages 1173-1190.
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Karen Olave-Encina, Karen Moni & Peter Renshaw. (2021) Exploring the emotions of international students about their feedback experiences. Higher Education Research & Development 40:4, pages 810-824.
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Naomi Winstone, Edd Pitt & Robert Nash. (2021) Educators’ perceptions of responsibility-sharing in feedback processes. Assessment & Evaluation in Higher Education 46:1, pages 118-131.
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Linlin Xu, Lin Sophie Teng & Jinting Cai. (2021) Feedback engagement of Chinese international doctoral students. Studies in Continuing Education 43:1, pages 119-135.
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Lisa Coneyworth, Rachel Jessop, Pauline Maden & Gavin White. (2020) The overlooked cohort? – Improving the taught postgraduate student experience in higher education. Innovations in Education and Teaching International 57:3, pages 262-273.
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Gayle Pringle Barnes & Ming Cheng. (2019) Working independently on the dissertation proposal: experiences of international Master’s students. Journal of Further and Higher Education 43:8, pages 1120-1132.
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Tracii Ryan & Michael Henderson. (2018) Feeling feedback: students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education 43:6, pages 880-892.
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Bin Ai. (2017) The communication patterns of Chinese students with their lecturers in an Australian university. Educational Studies 43:4, pages 484-496.
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Jiming Zhou & Christopher Charles Deneen. (2016) Chinese award-winning tutors’ perceptions and practices of classroom-based assessment. Assessment & Evaluation in Higher Education 41:8, pages 1144-1158.
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Katie Dunworth & Hugo Santiago Sanchez. (2016) Perceptions of quality in staff-student written feedback in higher education: a case study. Teaching in Higher Education 21:5, pages 576-589.
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Hugo Santiago Sanchez & Katie Dunworth. (2015) Issues and agency: postgraduate student and tutor experiences with written feedback. Assessment & Evaluation in Higher Education 40:3, pages 456-470.
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Monika Pazio Rossiter. What’s in a word? – unpacking European students’ conceptualisations and experiences of feedback. Teaching in Higher Education 0:0, pages 1-14.
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Articles from other publishers (35)
Vasti P. Holstun & Lynn Bohecker. (2024) Humanistic principles for providing culturally sensitive corrective feedback in supervision. The Journal of Humanistic Counseling.
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Jian Li, Eryong Xue, Yukai Wei & Yiling Guo. (2023) Interactive Effects and Mediating Roles of Multiple Factors That Influence Learning Adaptative Growth of International Students: Evidence from China. Behavioral Sciences 13:8, pages 682.
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