View in EDS

Navigating Feedback in Collaborative Writing: The Impact of Student Backgrounds and Expectations on Transitions to New Academic and Social Spaces

Saved in:
Bibliographic Details
Title: Navigating Feedback in Collaborative Writing: The Impact of Student Backgrounds and Expectations on Transitions to New Academic and Social Spaces
Language: English
Authors: Lindsey Gruber, María Fernández–Agüero
Source: Journal of Response to Writing. 2026 12(1):5-44.
Availability: Journal of Response to Writing. Brigham Young University Department of Linguistics, 4064 JFSB, Provo, UT 84602. Web site: https://scholarsarchive.byu.edu/journalrw/
Peer Reviewed: Y
Page Count: 41
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Foreign Students, Collaborative Writing, Educational Background, Expectation, Feedback (Response), English (Second Language), Academic Language, Peer Evaluation, Student Experience, Multiple Literacies
Geographic Terms: Denmark
ISSN: 2575-9809
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.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1517067
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1517067
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1517067
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Navigating Feedback in Collaborative Writing: The Impact of Student Backgrounds and Expectations on Transitions to New Academic and Social Spaces
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lindsey+Gruber%22">Lindsey Gruber</searchLink><br /><searchLink fieldCode="AR" term="%22María+Fernández–Agüero%22">María Fernández–Agüero</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Response+to+Writing%22"><i>Journal of Response to Writing</i></searchLink>. 2026 12(1):5-44.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Journal of Response to Writing. Brigham Young University Department of Linguistics, 4064 JFSB, Provo, UT 84602. Web site: https://scholarsarchive.byu.edu/journalrw/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 41
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2575-9809
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 20260101
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1517067
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1517067
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
        StartPage: 5
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Collaborative Writing
        Type: general
      – SubjectFull: Educational Background
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Multiple Literacies
        Type: general
      – SubjectFull: Denmark
        Type: general
    Titles:
      – TitleFull: Navigating Feedback in Collaborative Writing: The Impact of Student Backgrounds and Expectations on Transitions to New Academic and Social Spaces
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lindsey Gruber
      – PersonEntity:
          Name:
            NameFull: María Fernández–Agüero
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2575-9809
          Numbering:
            – Type: volume
              Value: 12
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Response to Writing
              Type: main
ResultId 1