<![CDATA[Feedback in higher education has been widely recognized as a crucial component in supporting students’ learning and academic development; however, its effectiveness largely depends on how it is perceived and utilized by students as well as how it is delivered by lecturers. This study aims to explore how students define feedback based on their learning experiences and examine its role in improving their understanding of subject matter. This qualitative descriptive design involved 33 students from the English Department in a higher education context. Data were collected through online survey and analyzed using thematic content analysis to identify key patterns and themes in students’ responses. The findings reveal that students conceptualize feedback in three main ways: as performance evaluation, as academic scaffolding, and as effective support. Furthermore, feedback was found to play a significant role in enhancing students’ understanding by clarifying concepts, identifying errors and areas for improvement, and supporting deeper comprehension. However, its effectiveness is strongly influenced by the quality, clarity, and method of delivery. In conclusion, feedback should be designed and delivered as a clear, constructive, and supportive process that addresses both cognitive and emotional aspects of learning to promote meaningful learning experiences in higher education.]]>
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