A cross‐cultural examination of elementary students' perceptions of academic feedback

Abstract With a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and older students in Indonesia hold similar understandings of the purpose of feedback (task‐based), with older students in the United Kingdom showing higher awareness of the importance of process‐based feedback. However, when it comes to the desired type of feedback, UK students preferred more self/praise‐based feedback, while Indonesian students preferred task‐based feedback. Potential reasons for these differences are discussed.