The study will focus on two areas of key importance for English language development in international higher education institutions: language awareness and feedback provision. Specifically, the overall goal for the study will be the examination of the role of written feedback in developing students’ language awareness. The main objectives for the project will be to identify how both tutors and students conceive of language awareness, and to investigate how written feedback might influence the development of students’ language awareness. More broadly, the study will seek to uncover the cognitive, affective and contextual factors, as well as the classroom strategies, that might either inhibit or enhance the growth of language awareness. The project will involve the collection of data through preliminary interviews, content analysis of relevant documents including feedback reports, and stimulated recall interviews with tutors and students. It is envisaged that the results from the project will have implications for the provision of written feedback in the courses concerned, and more generally will also contribute to a greater theoretical understanding of the link between feedback and language awareness that could inform the positioning and role of written feedback in English for Academic Purposes (EAP) programmes.