"This book undertakes a qualitative study on international students' engagement with teacher feedback in the UK higher education. It focuses on a group of five Chinese students at a UK university concerning their engagement with the feedback from local teachers and what factors influence their engagement. The book provides numerous illustrative examples of how students transformed their understanding of feedback into revision practices, from which their feedback literacy is identified. The rich interview and textual data presented in this book suggest the situated and multi-faceted nature of student feedback literacy, and highlight the necessity for local tutors to be fully aware of the challenges for international students in engaging with discipline-bounded feedback, and adjust instruction and feedback practice accordingly, to foster their success in higher education. This book is essential for researchers (and research students) in education, applied linguistics, especially feedback fields, and EAP educators and university lecturers who may work with international students and use feedback as a teaching device"--