Fangfei Li investigates L2 international students- engagement with teacher feedback in the UK higher education system. She focuses on Chinese students studying at a UK university and explores their engagement with the feedback from local teachers and the factors which influence their participation and engagement.
Offering numerous illustrative examples of how students transformed their understanding of feedback into revision practices, Li explores how the students- feedback literacy is identified. The rich qualitative interview and textual data presented in this book highlights the situated and multi-faceted nature of student feedback literacy. It also demonstrates the necessity for local tutors to be fully aware of the challenges for international students in engaging with discipline-bounded feedback, and how to adjust instruction and feedback practice accordingly, to foster their students- success in higher education.
This book is essential for researchers and research
