Feedback engagement of Chinese international doctoral students
Bibliographic Data
| ID | 21458771 |
|---|---|
| Authors | Linlin Xu (0000-0002-2473-2981, University of Electronic Science and Technology of China), Lin Sophie Teng (0000-0001-7488-6551, Heilongjiang University), Jinting Cai (0000-0002-3902-9121, Shanghai University of Finance and Economics, corresponding author) |
| Year | 2021 |
| Volume | 43 |
| Issue | 1 |
| Pages | 119-135 |
| Publication date | 2021-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2020.1718634 |
| OpenAlex | W3004198564 |
| Language | EN |
| Citations received | 12 |
| References cited | 47 |
Despite the burgeoning research on feedback, we know little about the ways in which students engage with supervisory feedback in doctoral writing – a crucial element for understanding students’ feedback uptake. To address this issue, this study uses text analysis and semi-structured interviews to explore Chinese international doctoral students’ engagement with supervisory feedback from invisible and overt dimensions [Handley, Karen, Margaret Price, and Jill Millar. 2011. “Beyond ‘Doing Time’: Investigating the Concept of Student Engagement with Feedback.” Oxford Review of Education 37 (4): 543–560]. We contextualise this study within intercultural doctoral supervision and focus on the process of students’ writing and revising their PhD proposals. Results show that by engaging invisibly and overtly with the feedback, the students not only co-construct and lead the feedback dialogues but also maintain their voice and ownership of the writing. However, the findings also suggest the danger that supervisors may neglect students’ invisible feedback engagement and interpret their mindful reflections as none or superficial engagement with feedback. Students’ feedback engagement involves negotiations with multiple, even conflicting cultural values mainly from disciplinary norms and their inherited Chinese cultures (e.g. the different manifestations of critical thinking). We suggest developing a constructive attitude towards cultural diversity to facilitate feedback dialogues in intercultural doctoral supervision
Constructive · Discipline · Higher education · Negotiation · Pedagogy · Peer feedback · Political science · Sociology · Student engagement · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Toward an understanding of doctoral students’ feedback literacy in academic publishing
Doctoral students’ engagement with journal reviewers’ feedback on academic writing
Exploring doctoral students’ emotions in feedback on academic writing
Symphony with noises and keynotes
Student engagement with written feedback in second language writing
Enhancing feedback practices within PhD supervision
Feedback engagement as a multidimensional construct
L2 writing teachers’ feedback practices for doctoral publishing
Engaging with multiple sources of feedback in academic writing
Feedback dialogue in intercultural doctoral supervision
Structured peer feedback for authorial voice development
International Chinese Postgraduate Students' Adaptation Strategies for Oral English Communication Practices in Malaysian Higher Education Institutions
The Dialogic Imagination
Supporting Learners' Agentic Engagement With Feedback
The Measurement of Student Engagement
Student engagement with teacher and automated feedback on L2 writing
Making Sense of Assessment Feedback in Higher Education
On the definition of feedback
Beyond ‘doing time’
Formative assessment and the design of instructional systems
School Engagement
Feedback
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
Investigating non-engagement with feedback in higher education as a social practice
The role of feedback in cross-cultural learning
Researching feedback dialogue
Assessment literacy
Rethinking models of feedback for learning
Managing criticism in Ph.D. supervision
Critically Thinking about Critical Thinking
The development of student feedback literacy
The Power of Feedback
A Critical Approach to Critical Thinking in Tesol
Formative assessment and self-regulated learning
Feedback
Developing sustainable feedback practices
Mapping the Pleasures and Risks of Supervision
| Unique citing works | 12 |
|---|---|
| Citations per year | 3 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |