While feedback in education is important, formative feedback that leads to improvement in students' learning outcomes and emotional disposition is vital. This argument has been made repeatedly in the Western literature, both by researchers and by students participating in their research in higher education. This paper presents both affective and non-affective improvement as the most frequently occurring theme identified in a mixed-methods study conducted at a National Key University in mainland China, which investigated 232 Chinese students' experiences and expectations of feedback from their Chinese tutors. This paper, thus, concludes that mainland Chinese university students and Western researchers and students likely agree on the primary function of tutor feedback. The desire for tutor feedback to also or chiefly play a formative role appears not to be a geographically or culturally specific phenomenon.