Faced with my own inability to think of a full response to a question put to a panel at a recent conference about the nature of effective feedback for students whose first language is not English, I was motivated, following a scholarship of teaching (henceforth SoTL) approach (see e.g. Prosser, 2008), to conduct a reflective audit of feedback practices, on a group of seven undergraduate academic English modules. The aim was to investigate the feedback practices and explore the currently somewhat tacit rationale for these. Then to evaluate the extent to which they were integrated into course design to effectively target the specific needs of English as an additional language novice undergraduates (henceforth EAL students). The audit did reveal that the feedback practices, which had grown somewhat organically over a number of years, are generally fit for purpose, but more interestingly, that a significant number of the practices provide a scaffolding function to cater for novice HE students unfamiliar with assessment and feedback processes in the UK. The feedback practices therefore, aim to prepare students for their future assessment experiences. The reflective audit resulted in the development of a framework for paving the way for feedback for the students in question. This serves as a conceptual framework for planning, monitoring, targeting and developing assessment feedback practices. It is hoped that the paving the way for feedback framework may inform the practice of others.