What is it about?
Feedback provision and response are inter-related and significant in teaching and learning. This article shows how a none-Chinese doctoral supervisor provides written feedback and how the Chinese international doctoral student responds to the feedback.
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Why is it important?
This article analyse the supervisor' written feedback from the focus (the aspects of writing the feedback addresses) and the formulation (how the feedback is formulated linguistically), and the student's four types of feedback responses. It is concluded that the student's feedback responses are influenced by what and how the feedback is provided, and full of tension and struggle.
Perspectives
This article offers insight from both the supervisor and the student. The first person narrative of the student's reasoning of her feedback responses unveils the inner dialogues and struggles the student went through when responding to her supervisor's' written feedback. The tricky thing is the students' feedback responses are largely visible to supervisors as they are reflected in the revision. However, the inner dialogues and the struggles when responding may be unknown to most of the supervisors.
Dr. Linlin Xu
University of Auckland South Auckland Clinical School
Read the Original
This page is a summary of: Written feedback in intercultural doctoral supervision: a case study, Teaching in Higher Education, October 2016, Taylor & Francis,
DOI: 10.1080/13562517.2016.1237483.
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