In this episode of All Things EAP, Madhu Neupane Bastola, Angeliki Apostolidou, Peter Davidson, and Monalisha explore the complexities of giving and receiving feedback on academic writing. Drawing on their diverse contexts and roles as researchers, teachers, and students, they discuss feedback literacy, emotional responses to critique, the role of AI, and the evolving responsibilities of the feedback provider in fostering autonomy, dialogue, and learning.
Hosts:
Sanchia Rodrigues, Xiaoqing Bi
Guests:
Madhu Neupane Bastola, Hong Kong Polytechnic University
Angeliki Apostolidou, American College of Greece
Peter Davidson, Zayed University in Dubai
Monalisha, University of Hyderabad in India
References
Careless, D. and Boud, D., 2018. The development of student feedback literacy: Enabling uptake of feedback. Assesment & Evaluation in Higuer Education, 43 (8), 1315-1325 [online]
Hyland, K. and Hyland, F. eds., 2019. Feedback in second language writing: Contexts and issues. Cambridge university press.
Winstone, N.E., Nash, R.A., Parker, M. and Rowntree, J., 2017. Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational psychologist, 52(1), pp.17-37.
Sutton, P., 2012. Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49(1), pp.31-40.
