Exploring Dialogic Feedback Practices in English Writing for Academic Purposes
Abstract
Dialogic feedback has been widely discussed in EFL contexts, limited research has examined its practical implementation and students’ perceptions in undergraduate academic writing classes in Indonesian higher education. Therefore, this study aims to address this gap by providing empirical evidence from a regular classroom setting. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews with one lecturer and ten students, and document analysis. The participants were selected through purposive sampling from an undergraduate English Education program to ensure relevance to the research focus. Data were analyzed using thematic analysis following Braun and Clarke’s framework to identify patterns across observation, interview, and document data. The implementation followed Er’s (2020) three-phase framework: preparation, implementation, and follow-up. The study revealed that in the preparation phase, the teacher selected tasks aligned with learning goals and fostered an open classroom atmosphere. The implementation phase involved interactive discussions and open-ended questioning to encourage reflection and self-revision. The follow-up phase focused on monitoring students’ revisions and providing additional clarification. Findings also indicate that students generally perceived dialogic feedback as supportive, interactive, and beneficial for improving writing skills, though some reported feelings of stress or anxiety. The study concludes that dialogic feedback enhances motivation, critical thinking, and academic writing quality, but requires active student engagement and consistent teacher facilitation.
References
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Marlies Schillings, Herma Roebertsen, Hans Savelberg, D. D. (2018). A Review of Educational Dialogue Strategies to Improve Academic Writing Skills. https://doi.org/10.1177/1469787418810663.
Morgan, H. (2022). Conducting a Qualitative Document Analysis. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044.
Muhammad Reza Pahlevi. (2024). A Doctoral Student’s Journey And Experiences In Writing A Research Article Through Dialogic Feedback: An Autoethnographic Self-Reflection. 2(1), 306–312.
Muthukrishnan, P., Lan, L. F., Anandhan, H., & D, P. S. (2024). The Role of Growth Mindset on the Relationships between Students ’ Perceptions of English Language Teachers ’ Feedback and Their ESL Learning The Role of Growth Mindset on the Relationships between Students ’ Perceptions of English Language Teachers ’ Fee. October. https://doi.org/10.3390/educsci14101073.
Nabinur Rahman, Sharifa Chowdhury, and D. M. (2024). Undergraduate students ’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills. 1–18.
Natasha Mack, Cynthia Woodsong Kathleen M. MacQueen, Greg Guest, E. N. (2005). Qualitative Research Methods: A Data Collector’s Field Guide.
Pitt, E and Winstone, N. (2020). Kent Academic Repository.
Saeed, M. A., & Al Qunayeer, H. S. (2022). Exploring teacher interactive e-feedback on students’ writing through Google Docs: factors promoting interactivity and potential for learning. Language Learning Journal, 50(3), 360–377. https://doi.org/10.1080/09571736.2020.1786711.
Steen-Utheim, A. T. (2019). Students ’ sense making of feedback Dialogue , interaction and emotions.
Steen-Utheim, & Wittek, L. (2017). Title: Dialogic feedback and Potentialities for Student Learning Author names and affiliations.
Tam, A. C. F. (2020). Undergraduate students ’ perceptions of and responses to exemplar-based dialogic feedback. Assessment & Evaluation in Higher Education, 46(2), 268–284. https://doi.org/10.1080/02602938.2020.1772957.
Thamrin, N. S., Madya, S., & Putro, N. H. P. S. (2024). Employing multimodal dialogic feedback on EFL tertiary students’ writing: Formative assessment framework. Englisia: Journal of Language, Education, and Humanities, 11(2), 124. https://doi.org/10.22373/ej.v11i2.20393.
Van der Kleij, F. M., Adie, L. E., & Cumming, J. J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98(September), 303–323. https://doi.org/10.1016/j.ijer.2019.09.005.
Virginia Braun, and V. C. (n.d.). Using Thematic Analysis in Psychology. 1–41.
Willis, J., Gibson, A., Kelly, N., Spina, N., Azordegan, J. M., & Crosswell, L. (2021). Towards faster feedback in higher education through digitally mediated dialogic loops. 37(3), 22–37.
Wingate, U. (2019). Journal of English for Academic Purposes ‘ Can You Talk Me Through Your Argument ’ ? Features of Dialogic Interaction in Academic Writing Tutorials. Journal of English for Academic Purposes, 38, 25–35. https://doi.org/10.1016/j.jeap.2019.01.001.
Yang, L., Chiu, M. M., & Yan, Z. (2021). The power of teacher feedback in affecting student learning and achievement : insights from students ’ perspective. Educational Psychology, 41(7), 821–824. https://doi.org/10.1080/01443410.2021.1964855
Zhang, J. (2023). A Study on the Effectiveness of Dialogic Feedback in English Writing. 2(3). https://doi.org/10.56397/JLCS.2023.09.11
Zhu, Q., & Carless, D. (2018). Dialogue within peer feedback processes: clarification and negotiation of meaning. Higher Education Research and Development, 37(4), 883–897. https://doi.org/10.1080/07294360.2018.1446417.
Ajjawi, R., & Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment and Evaluation in Higher Education, 43(7), 1106–1119. https://doi.org/10.1080/02602938.2018.1434128.
Alexander, R. (2018). Developing dialogic teaching: genesis, process, trial. Research Papers in Education, 33(5), 561–598. https://doi.org/10.1080/02671522.2018.1481140.
Arinda, P., & Sadikin, I. S. (2021). Dialogic Feedback To Promote Deep Learning For Efl Speaking Learners In Online Learning Environment : Students ’ Voices. 4(5), 803–813.
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1). https://doi.org/10.1186/s42466-020-00059-z.
Cagliesi, G., Batishcheva, L., & Sanmartin, A. (2023). Designing Feedback Spirals To Motivate And Promote Student Learning. Journal of Perspectives in Applied Academic Practice, 11(2), 47–61. https://doi.org/10.56433/jpaap.v11i2.536.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354.
Djalilova, S. (2019). Dialogic feedback and its effects on English language learners ’ writing development : a case study.
Enita, S., & Sumardi, S. (2023). Dialogic Feedback on Graduate Students’ Thesis Writing Supervision: Voices of Indonesian Graduate Students. AL-ISHLAH: Jurnal Pendidikan, 15(1), 487–496. https://doi.org/10.35445/alishlah.v15i1.2614.
Erkan Er, Y. D. & D. G. (2020). A Collaborative Learning Approach to Dialogic Peer Feedback: A Theoretical Framework. 1–15.
Filius, R. M., de Kleijn, R. A. M., Uijl, S. G., Prins, F. J., van Rijen, H. V. M., & Grobbee, D. E. (2018). Strengthening dialogic peer feedback aiming for deep learning in SPOCs. Computers and Education, 125(December 2017), 86–100. https://doi.org/10.1016/j.compedu.2018.06.004.
Gillies, R. M. (2016). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76, 178–189. https://doi.org/10.1016/j.ijer.2015.02.009.
Henderson, M., Ryan, T., & Phillips, M. (2019). Assessment & Evaluation in Higher Education The challenges of feedback in higher education. Assessment & Evaluation in Higher Education, 0(0), 1–16. https://doi.org/10.1080/02602938.2019.1599815.
Hibert, A, Phillips, M, Gasevic, D, Pantic, N, Maclean, J & Tsai, Y.-S. 2023. (2023). Dialogic feedback in online teaching: Implications for teacher education.
Hill, J., Berlin, K., Choate, J., Cravens-Brown, L., McKendrick-Calder, L., & Smith, S. (2021). Exploring the emotional responses of undergraduate students to assessment feedback: Implications for instructors. Teaching and Learning Inquiry, 9(1), 294–318. https://doi.org/10.20343/TEACHLEARNINQU.9.1.20.
Ishraga Bashir Mohammed Elhassan, M. I. A. (2017). The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills. 8(December), 49–67.
Jennifer, H., & Harry, W. (2020). Improving the student learning experience through dialogic feed-forward assessment. Assessment and Evaluation in Higher Education, 45(1), 82–97. https://doi.org/10.1080/02602938.2019.1608908
Kartchava, H. N. and E. (2017). Corrective Feedback in Second Language Teaching and Learning. In Corrective Feedback in Second Language Teaching and Learning: Research, Theory, Applications, Implications. https://doi.org/10.4324/9781315621432.
Lichtenberger-Majzikné, K., & Fischer, A. (2017). The Role of Feedback in Developing Reflective Competence. Practice and Theory in Systems of Education, 12(3), 119–127. https://doi.org/10.1515/ptse-2017-0012.
Maheshi, B., Dai, W., Martinez-Maldonado, R., & Tsai, Y. S. (2024). Dialogic feedback at scale: Recommendations for learning analytics design. Journal of Computer Assisted Learning, May, 1–19. https://doi.org/10.1111/jcal.13034.
Manalo, E. (2020). Deeper Learning, Dialogic Learning, and Critical Thinking. In Sustainability (Switzerland) (Vol. 11, Issue 1). http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/305320484_SISTEM_PEMBETUNGAN_TERPUSAT_STRATEGI_MELESTARI.
Marlies Schillings, Herma Roebertsen, Hans Savelberg, D. D. (2018). A Review of Educational Dialogue Strategies to Improve Academic Writing Skills. https://doi.org/10.1177/1469787418810663.
Morgan, H. (2022). Conducting a Qualitative Document Analysis. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044.
Muhammad Reza Pahlevi. (2024). A Doctoral Student’s Journey And Experiences In Writing A Research Article Through Dialogic Feedback: An Autoethnographic Self-Reflection. 2(1), 306–312.
Muthukrishnan, P., Lan, L. F., Anandhan, H., & D, P. S. (2024). The Role of Growth Mindset on the Relationships between Students ’ Perceptions of English Language Teachers ’ Feedback and Their ESL Learning The Role of Growth Mindset on the Relationships between Students ’ Perceptions of English Language Teachers ’ Fee. October. https://doi.org/10.3390/educsci14101073.
Nabinur Rahman, Sharifa Chowdhury, and D. M. (2024). Undergraduate students ’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills. 1–18.
Natasha Mack, Cynthia Woodsong Kathleen M. MacQueen, Greg Guest, E. N. (2005). Qualitative Research Methods: A Data Collector’s Field Guide.
Pitt, E and Winstone, N. (2020). Kent Academic Repository.
Saeed, M. A., & Al Qunayeer, H. S. (2022). Exploring teacher interactive e-feedback on students’ writing through Google Docs: factors promoting interactivity and potential for learning. Language Learning Journal, 50(3), 360–377. https://doi.org/10.1080/09571736.2020.1786711.
Steen-Utheim, A. T. (2019). Students ’ sense making of feedback Dialogue , interaction and emotions.
Steen-Utheim, & Wittek, L. (2017). Title: Dialogic feedback and Potentialities for Student Learning Author names and affiliations.
Tam, A. C. F. (2020). Undergraduate students ’ perceptions of and responses to exemplar-based dialogic feedback. Assessment & Evaluation in Higher Education, 46(2), 268–284. https://doi.org/10.1080/02602938.2020.1772957.
Thamrin, N. S., Madya, S., & Putro, N. H. P. S. (2024). Employing multimodal dialogic feedback on EFL tertiary students’ writing: Formative assessment framework. Englisia: Journal of Language, Education, and Humanities, 11(2), 124. https://doi.org/10.22373/ej.v11i2.20393.
Van der Kleij, F. M., Adie, L. E., & Cumming, J. J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98(September), 303–323. https://doi.org/10.1016/j.ijer.2019.09.005.
Virginia Braun, and V. C. (n.d.). Using Thematic Analysis in Psychology. 1–41.
Willis, J., Gibson, A., Kelly, N., Spina, N., Azordegan, J. M., & Crosswell, L. (2021). Towards faster feedback in higher education through digitally mediated dialogic loops. 37(3), 22–37.
Wingate, U. (2019). Journal of English for Academic Purposes ‘ Can You Talk Me Through Your Argument ’ ? Features of Dialogic Interaction in Academic Writing Tutorials. Journal of English for Academic Purposes, 38, 25–35. https://doi.org/10.1016/j.jeap.2019.01.001.
Yang, L., Chiu, M. M., & Yan, Z. (2021). The power of teacher feedback in affecting student learning and achievement : insights from students ’ perspective. Educational Psychology, 41(7), 821–824. https://doi.org/10.1080/01443410.2021.1964855
Zhang, J. (2023). A Study on the Effectiveness of Dialogic Feedback in English Writing. 2(3). https://doi.org/10.56397/JLCS.2023.09.11
Zhu, Q., & Carless, D. (2018). Dialogue within peer feedback processes: clarification and negotiation of meaning. Higher Education Research and Development, 37(4), 883–897. https://doi.org/10.1080/07294360.2018.1446417.
Published
2025-12-31
How to Cite
FITRIANINGSIH, Alda; LESTARI, Sri.
Exploring Dialogic Feedback Practices in English Writing for Academic Purposes.
Jurnal Lingua Idea, [S.l.], v. 16, n. 2, p. 174-190, dec. 2025.
ISSN 2580-1066.
Available at: <https://jos.unsoed.ac.id/index.php/jli/article/view/18650>. Date accessed: 29 dec. 2025.
doi: https://doi.org/10.20884/1.jli.2025.16.2.18650.
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Articles
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