ABSTRACT
This chapter considers the role of cognitive styles and culture in relation to students' perceptions of the value of different types and sources of feedback from sociocultural and constructivist perspectives. It explores international students' perceptions of an intervention aimed at enhancing the quality of feedback practice. Cognitive styles represent components of an individual's personal learning style profile and specifically relate to the ways in which individuals process information. Also in this context, the concept of culture encapsulates more than nationality, it refers to those patterns of thought, attitudes and behaviours which vary according to the sameness shared by distinct groups. The chapter acknowledges that students enter higher education with problematic or unexamined assumptions, beliefs and knowledge about learning and teaching. It argues for the independence and bi-directional nature of the relationship between all aspects of culture, which is more fitting of contemporary educational and technological changes.
