The Comments were Clear but you Don't Understand": Supporting Written Feedback with Effective and Proactive Dialogue

This paper reports part of a dissertation research for the award of an MA degree at a UK University. The dissertation research investigated how Nigerian students adapted to novel pedagogic practices in a UK University. One of such novel pedagogic practices for some of the students was the receiving of feedback comments on coursework drafts and on summative assessments. Several studies have found that students may not always understand the feedback comments they receive, thereby undermining its learning and achievement potential (Chanock, 2000; Weaver, 2006; Smith & Gorard, 2005; Nicol, 2010). Reasons for this include comments that are too vague, general, ambiguous, abstract or in unfamiliar disciplinary discourse (Nicol, 2010). In this paper, it is argued that for feedback comments to adequately support learning and achievement, it should be followed up by dialogue that is proactive and effective, initiated by any of the concerned parties in an environment of trust.