Pedagogic discourse on feedback has shifted away from teachers' actions towards how it is used by students to improve their work and learning strategies. In architecture programmes feedback occurs through a combination of methods; this paper presents the outcomes of a questionnaire study researching undergraduate and postgraduate students' perceptions of which they considered most and least useful, and how they could be enhanced. With increased attention on dialogic approaches to feedback, the study provides insight into students' views of the relative utility of several dialogic feedback methods. Key themes that emerged which affect feedback utility are the environment in which feedback takes place, feedback discourse and message content. Although the signature pedagogy is centred on verbal dialogue, the perceived value of that dialogue varied significantly; some methods were considered much more useful, others left students uncertain and seeking greater clarification within the feedback message. The study suggests contact time be considered qualitatively as well as quantitatively. Another significant finding is students' desire for more visual feedback, which may be salient to disciplines across the art and design subject area. Other implications for practice are discussed.