Author ORCID Identifier

https://orcid.org/0000-0001-7553-3854

Semester

Spring

Date of Graduation

2026

Document Type

Dissertation

Degree Type

PhD

College

College of Applied Human Sciences

Department

Learning Sciences and Human Development

Committee Chair

D. Jake Follmer

Committee Member

Melissa Sherfinski

Committee Member

Johnna Bolyard

Committee Member

Matthew Campbell

Abstract

This study examines how Bangladeshi international graduate students at West Virginia University experience, interpret, and utilize written formative feedback within higher education in the United States. It explores how students' prior educational and cultural experiences in Bangladesh shape their engagement with feedback in a different academic context. I used a qualitative approach to collect data through two rounds of semi-structured interviews and three focus group discussions with Bangladeshi graduate students to better understand how individuals make sense of formative feedback throughout their academic journey. Findings indicate that prior educational experiences play a meaningful role in shaping how students interpret and emotionally respond to feedback. Rather than experiencing feedback as a supportive tool for growth, some students initially perceived it as a form of judgment, which at times affected their confidence and sense of engagement. It is worth noting, however, that adaptation was possible. Many students gradually developed a more nuanced understanding of feedback expectations over time, though this process often called for additional effort, patience, and thoughtful guidance from educators and peers alike.

Recommendations include increasing faculty awareness that students may interpret feedback differently based on their educational backgrounds and providing clear guidance on how to understand and use formative feedback effectively. Additionally, developing structured learning communities for Bangladeshi students — ones that go beyond cultural connection to address academic challenges — is strongly encouraged. Students themselves highlighted the importance of having dedicated spaces where they can access both academic and emotional support.

This research contributes to the growing body of literature on international student experiences and feedback practices in higher education. By highlighting how cultural and educational backgrounds shape the way feedback is received, the findings offer valuable insights that may help educators better support students in adapting to new academic expectations.

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