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Formative feedback in a multicultural classroom: a review

Gálvez-López, Eloy; (2023) Formative feedback in a multicultural classroom: a review. Teaching in Higher Education 10.1080/13562517.2023.2186169. (In press). Green open access

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Abstract

The increase in student mobility world-wide and the globalization of teaching and learning practices has resulted in the prevalence of multicultural classrooms. However, knowledge on how cultural differences interact with increasingly student-centered practices is scarce. This is especially relevant for the provision of effective formative feedback, which as any form of dialogue, is bound to be affected by cultural customs and expectations. This rigorous literature review aims to examine the current knowledge on the role of culture in the provision of formative feedback in higher education: cultural differences, potential conflicts, and mitigation strategies. The results highlight three main themes of variation: perception of formative feedback, feedback as communication, and the affective/interpersonal domain. Three strategies to address potential clashes derived from these cultural differences are provided, and their applicability discussed. Finally, some issues and concerns are raised about current practices on studying cultural differences in the provision of formative feedback.

Type: Article
Title: Formative feedback in a multicultural classroom: a review
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13562517.2023.2186169
Publisher version: https://doi.org/10.1080/13562517.2023.2186169
Language: English
Additional information: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Keywords: Culture; education; formative feedback; intercultural communication; literature review
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > Div of Biosciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > Div of Biosciences > Cell and Developmental Biology
URI: https://discovery.ucl.ac.uk/id/eprint/10187619
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