FEEDBACK PRACTICES IN A MALAYSIAN UNIVERSITY: IMPLICATIONS FOR FEEDBACK LITERACY

Abstract

Feedback is an integral aspect of higher education learning. The existing body of knowledge on this subject has reported several challenges that can hinder the power of feedback as a learning tool. In Malaysia, studies related to feedback in higher education remain limited compared to other countries. To address these gaps, this study was conducted to investigate how students and educators perceive and understand feedback. Following a qualitative case study design, four undergraduate students and four educators in a public university in Malaysia were interviewed using semi-structured interviews. Data were analysed using the constant comparative method to generate the key findings. The study found that educators were regarded as the main source of feedback, mainly used to indicate the correctness of tasks. It is concluded that students and educators had a limited view of feedback and its potential to enhance learning. Looking to the future, the study recommends that student and educator feedback literacy be developed so both parties can maximise the potential of feedback. Correspondingly, with the advancement of today’s technology, artificial intelligence (AI) can be utilised as one of the tools to support feedback literacy in higher education.