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Keywords

Second Language Writing, Feedback, English Medium of Instruction, Collaborative Writing, International Education

Abstract

This article examines how international students navigate feedback from a supervisor while working on a group writing project in a diverse English medium of instruction (EMI) bachelor’s program at a public university in Denmark, where no formalized writing or language support resources are offered in the students’ first year of instruction. Data were collected in qualitative, semi-structured interviews with 11 students who were identified through a survey of a first-year bachelor of arts cohort. Results from the survey showed that despite using a supervision model of education, few students perceived changes in feedback compared to their secondary school experiences, and most did not deploy their own past writing experiences to aid their groups. Three student portraits drawn from the interview pool provide a qualitative, “thick description” of experiences, focusing on feedback. The study ultimately uncovered that student expectations about feedback are intimately related to secondary school experiences regardless of country of origin. In addition, complicated emotions arise as a result of specific misunderstandings about supervisor feedback. The findings highlight the need for more attention to communicating clear expectations about feedback, and the article concludes with recommendations for institutionally led feedback literacy.

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