Abstract
ABSTRACT European students bring with them a variety of feedback experiences and literacies. Yet this variety tends to be underexplored. This study unpacks European students’ past experiences of feedback and the expectations they bring with them to the new learning context at a STEMM UK institution. Through examining the meaning behind the word feedback and the concept of feedback in students’ first languages, the study gives insight into the status of feedback in their previous contexts, how it translated onto practice and how it shaped students’ feedback expectations and practices in the new context.
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