Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback


Students who ignore feedback are poorly positioned to reap its intended benefits. In this study we examined three reflective assignments written by undergraduate Psychology students about their experiences of receiving feedback. We also recorded what proportion of their instructors’ feedback each student had accessed during the first two years of their degree, plus their average grades. Using linguistic text analysis software we searched for linguistic features of students’ reflective writing that were statistically associated with their tendency to ignore instructors’ feedback. We found no meaningful associations between feedback-accessing and students’ language use. Exploratory analyses, however, indicated that a greater tendency to ignore feedback was associated with lower grades, and that students with lower grades tended to focus relatively more on the past or present in their reflections than on the future. We discuss the possible merits of using language as an indirect measure in studies of feedback literacy.

Publication DOI:
Divisions: College of Health & Life Sciences > School of Psychology
Additional Information: Copyright © 2024 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 License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 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.
Uncontrolled Keywords: Feedback,assessment,engagement,grades,language,text analysis,Education
Publication ISSN: 1465-329X
Last Modified: 14 Jun 2024 07:35
Date Deposited: 20 Mar 2024 17:03
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Related URLs: https://www.tan ... 4X.2024.2332267 (Publisher URL)
http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2024-03-20
Published Online Date: 2024-03-20
Accepted Date: 2024-03-14
Authors: Nash, Robert A. (ORCID Profile 0000-0002-2284-2001)
Thomas, Jason Michael (ORCID Profile 0000-0001-7013-8994)



Version: Accepted Version

Access Restriction: Restricted to Repository staff only


Version: Published Version

License: Creative Commons Attribution

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