ARIF ZUFI (UNIVERSITY OF EAST ANGLIA)

TITLE: STUDENTS' CO-CONSTRUCTION OF MEANINGS FROM FEEDBACK: ENHANCING STUDENT FEEDBACK LITERACY IN ACADEMIC WRITING : ENGLISH FOR ACADEMIC/SPECIFIC PURPOSES

Abstract: Feedback literacy is a critical component of academic success, particularly in higher education. Given the field of feedback literacy is quite new, recent literature underscores its importance in academic contexts (Carless & Boud, 2018; Winstone & Carless, 2020). This qualitative case study investigates the processes through which International Foundation Year students at a UK university co-construct meanings from feedback and develop feedback literacy in academic writing. Drawing on in-depth interviews with four international students, this study explores their initial emotional reactions to feedback, strategies for decoding and understanding feedback, and reflective practices for applying feedback to future assignments. The findings reveal that students employ various personal strategies to interpret and use feedback, such as highlighting key points, seeking clarification from peers and instructors, and maintaining reflective journals. However, challenges persist, including understanding academic terminology, managing the emotional impact of critical feedback, and integrating multiple pieces of feedback into cohesive revisions. Students expressed the need for more explicit instruction on feedback terminology, regular follow-up discussions with instructors, and structured reflection sessions to enhance their feedback literacy. This study contributes to the growing body of research by highlighting the importance of tailored support and practical strategies for international students. Practical recommendations for teachers include the implementation of feedback workshops, peer support groups, and the provision of clear and specific feedback (Yang & Carless, 2019; Molloy, Boud, & Henderson, 2020). By fostering a deeper understanding of feedback processes and enhancing feedback literacy, teachers can better support students in achieving academic success. References: Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centered framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. Winstone, N. E., & Carless, D. (2020). Designing effective feedback processes in higher education: A learning-focused approach. Routledge. Yang, M., & Carless, D. (2019). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 24(6), 694-707.

Arif Ahmed Zufi is an education researcher with a PhD in Education from the University of East Anglia, where he researched critical issues shaping the landscape of contemporary education. Before this, he completed an MSc in TESOL at the University of Glasgow, laying the groundwork for his focus on English Language Education. He has an extensive experience of around twenty years as a secondary and higher secondary school teacher in Bangladesh. His research interests span Academic Writing, Educational Leadership and Management, Educational Policy Studies. He is dedicated to advancing the understanding of educational systems worldwide, seeking to contribute innovative solutions to current educational challenges.