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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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. https://doi.org/10.22460/PROJECT.V4I5.P803-813
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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. Electronic Theses and Dissertations.
Elhassan, I. B. M., Adam, M. I. (2017). The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills. 8(December), 49–67. Arab World English Journal (AWEJ). Vol. 8. https://dx.doi.org/10.2139/ssrn.3094525.
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. Assessment & Evaluation in Higher Education, 46(4), 586–600. https://doi.org/10.1080/02602938.2020.1786497
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. Conference Proceedings: People, Partnerships and Pedagogies (2nd ed, Vol. 1, pp. 137-147). https://doi.org/10.14742/apubs.2023.651
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
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
Mack, N., Woodsong, C., MacQueen, K. M., Guest, G. E. N. (2005). Qualitative Research Methods: A Data Collector’s Field Guide. Family Health International.
Maheshi, B., Dai, W., Martínez-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). https://doi.org/10.4324/9780429323058
Morgan, H. (2022). Conducting a Qualitative Document Analysis. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044
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
Pahlevi, M. R. (2024).A Doctoral Student’s Journey And Experiences In Writing. A Research Article Through Dialogic Feedback: An Autoethnographic Self-Reflection. 2(1), 306–312. Journal of English Language Proficiency 1 (1), 14-25. https://doi.org/10.36312/jelap.v1i1.3880
Pitt, E and Winstone, N. (2020). The Relational in Teacher Feedback Literacy: Exploring Feedback Talk. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2021.1932735.
Rahman, N., Chowdhury, S.. (2024). Undergraduate students ’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills. Feedback Research in Second Language, 2. pp. 1-18. https://doi.org/10.32038/frsl.2024.02.01
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
Schillings, M., Roebertsen, H., Savelberg, D. D. H. (2018). A Review of Educational Dialogue Strategies to Improve Academic Writing Skills. Active Learning in Higher Education, 24(2), 95-108. https://doi.org/10.1177/1469787418810663.
Steen-Utheim, & Wittek, L. (2017). Title: Dialogic feedback and Potentialities for Student Learning Author names and affiliations. Learning Culture and Social Interaction, 15(2). https://doi.org/10.1016/j.lcsi.2017.06.002.
Steen-Utheim, A. T. (2020). Students ’ sense-making of feedback: Dialogue, interaction and emotions. Australasian Journal of Educational Technology, 36(6):15-33. https://doi.org/10.14742/ajet.6370
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
Willies, J., Gibson, A., Kelly, N., Spina, N., Azordegan, J. M., & Crosswell, L. (2021). Australasian Journal of Educational Technology, 37(3), 22–37. https://doi.org/10.14742/ajet.5977.
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 ’ perspectives. 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. https://doi.org/10.22460/PROJECT.V4I5.P803-813
Braun, V. (2008). Using Thematic Analysis in Psychology. 1–41. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa.
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. Electronic Theses and Dissertations.
Elhassan, I. B. M., Adam, M. I. (2017). The Impact of Dialogic Teaching on English Language Learners’ Speaking and Thinking Skills. 8(December), 49–67. Arab World English Journal (AWEJ). Vol. 8. https://dx.doi.org/10.2139/ssrn.3094525.
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. Assessment & Evaluation in Higher Education, 46(4), 586–600. https://doi.org/10.1080/02602938.2020.1786497
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. Conference Proceedings: People, Partnerships and Pedagogies (2nd ed, Vol. 1, pp. 137-147). https://doi.org/10.14742/apubs.2023.651
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
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
Mack, N., Woodsong, C., MacQueen, K. M., Guest, G. E. N. (2005). Qualitative Research Methods: A Data Collector’s Field Guide. Family Health International.
Maheshi, B., Dai, W., Martínez-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). https://doi.org/10.4324/9780429323058
Morgan, H. (2022). Conducting a Qualitative Document Analysis. Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044
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
Pahlevi, M. R. (2024).A Doctoral Student’s Journey And Experiences In Writing. A Research Article Through Dialogic Feedback: An Autoethnographic Self-Reflection. 2(1), 306–312. Journal of English Language Proficiency 1 (1), 14-25. https://doi.org/10.36312/jelap.v1i1.3880
Pitt, E and Winstone, N. (2020). The Relational in Teacher Feedback Literacy: Exploring Feedback Talk. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2021.1932735.
Rahman, N., Chowdhury, S.. (2024). Undergraduate students ’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills. Feedback Research in Second Language, 2. pp. 1-18. https://doi.org/10.32038/frsl.2024.02.01
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
Schillings, M., Roebertsen, H., Savelberg, D. D. H. (2018). A Review of Educational Dialogue Strategies to Improve Academic Writing Skills. Active Learning in Higher Education, 24(2), 95-108. https://doi.org/10.1177/1469787418810663.
Steen-Utheim, & Wittek, L. (2017). Title: Dialogic feedback and Potentialities for Student Learning Author names and affiliations. Learning Culture and Social Interaction, 15(2). https://doi.org/10.1016/j.lcsi.2017.06.002.
Steen-Utheim, A. T. (2020). Students ’ sense-making of feedback: Dialogue, interaction and emotions. Australasian Journal of Educational Technology, 36(6):15-33. https://doi.org/10.14742/ajet.6370
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
Willies, J., Gibson, A., Kelly, N., Spina, N., Azordegan, J. M., & Crosswell, L. (2021). Australasian Journal of Educational Technology, 37(3), 22–37. https://doi.org/10.14742/ajet.5977.
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 ’ perspectives. 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: 12 feb. 2026.
doi: https://doi.org/10.20884/1.jli.2025.16.2.18650.
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Articles
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