Abstract
Scholarship on feedback format tends to demonstrate that students prefer video feedback; however, the characteristics of study participants are often absent. This study builds on the scholarship of feedback practice mediated by technology and feedback literacy in intercultural contexts. A mixed methods approach examined international postgraduate students’ experience of, preferences for and attitudes towards three feedback formats: text, audio and video. Eighty-four participants in an Australian university completed a survey, and twelve participated in semi-structured phone interviews. The participants were mainly women from India, aged between 25 and 34 years old and declared English as a second language. Participants scored their experience with video, audio and written feedback. Written feedback was ranked first, followed by video and audio feedback. Participants reported that written feedback allows students to easily locate areas that need improvement. The role of the disciplinary traditions and respondents’ educational background is discussed to make sense of the results.
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