Abstract
This case study examines feedback preferences among international graduate students at Eastern Illinois University (EIU) and seeks to understand both preferred feedback methods and how these preferences vary based on factors such as cultural background, language proficiency and academic discipline. While significant research exists on academic feedback broadly, there remains limited investigation into the specific needs of international graduate students, especially within master's comprehensive institutions. This research addresses this gap by providing insights into how these set of students prefer to receive and process academic feedback.Using a mixed-methods approach, this study combines quantitative surveys with followup qualitative interviews to provide both breadth and depth of understanding.
The findings reveal preferences for digital written feedback and in-person conferencing with students valuing detailed explanations over simple corrections or grades. Interviews also highlighted contrasts between home country feedback experiences (minimal, grade-focused) and EIU feedback (detailed, process-oriented). Cultural dimensions significantly influenced how students interpreted feedback, particularly regarding comfort with questioning authority and receiving criticism.
Based on these findings, the study recommends several practical strategies for faculty, writing centers and support services to enhance feedback practices.
This research demonstrates that feedback serve not only as tools for academic improvement but as crucial bridges between different educational cultures and traditions.
| Date of Award | 2025 |
|---|---|
| Original language | American English |
| Awarding Institution |
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| Supervisor | Tim Taylor (Supervisor) |
ASJC Scopus Subject Areas
- Language and Linguistics