Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Ekaterina Midgette

Second Advisor

Billy Middleton

Abstract

MLLs face linguistic and cultural complexities when engaging with writing feedback; however, writing center practices often follow monolingual models. This study examines how MLLs develop and apply feedback literacy—the ability to seek, interpret, and use feedback—compared to their non-MLL peers in asynchronous writing center consultations. Using a convergent mixed-methods design, the study integrates survey data from the Feedback Literacy Behavior Scale (FLBS) (N = 532; n = 146 MLLs, n = 386 non-MLLs) with qualitative case studies. The survey measured feedback-seeking behaviors, sense-making strategies, emotional regulation, and feedback application, while case studies used think-aloud protocols, semi-structured interviews, and revision analysis. Mann-Whitney U test results showed no significant differences in overall feedback literacy scores between MLLs and non-MLLs. However, two behavior items were significantly different, with p-values of Seeking Examples higher for MLLs (291.61 vs. 257.00, p =.017) and non-MLLs higher in Asking Clarification (278.65 vs. 234.37, p = .002). Qualitative findings revealed distinct engagement patterns. MLLs more frequently sought clarification, engaged in recursive revision, and synthesized feedback from multiple sources. In contrast, non-MLLs exhibited greater confidence in providing peer feedback but were more resistant to incorporating peer suggestions. Emotional responses also differed: MLLs showed greater adaptability while non-MLLs often viewed feedback as evaluation rather than development. These findings suggest four recommendations: (1) developing institution-wide initiatives to enhance feedback literacy support (2) training staff on how to embed feedback literacy in asynchronous consultations, (3) implementing cultural competency and training for writing center staff, and (4) establishing initiatives to address student use of AI tools in feedback utilization. This research advances understanding of MLL writing development and offers an evidence-based framework for equitable writing center practices that acknowledge and build upon MLLs’ feedback engagement strategies.

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