The negotiated interaction to achieve mutual understanding through dialogic feedback provision has been considered an important element in language learning. Previous research has focused on exploring the role of feedback as a clarifying device that leads to the development of students’ learning strategies, writing, and overall learning performance. However, previous studies tend to examine the effect of feedback on students’ draft development rather than the process of how the supervision is negotiated. This study explores how the feedback provision is negotiated during supervisory sessions by supervisors and students in one Swedish and two Indonesian universities. It contributes to identifying what strategies and patterns students and supervisors use to negotiate their supervisory interaction in an English as Additional Language context. Eighteen video-recorded supervision sessions that covered three supervisory meetings from six supervisory dyads (6 supervisors and 15 students) in two English-Medium study programmes (English for Teacher Education and English Studies) were analysed through thematic analysis. The finding revealed that supervisory interaction in both contexts covers managing correction, managing scaffolding, and managing emotional expressions. The negotiated interaction in both contexts tends to be explanatory discourse where students frequently give defensive responses to correction, confirmatory seeking and reasoning development for suggestion and encouragement. While managing correction and managing scaffolding lead to reciprocal reasonings, the students’ emotional expressions frequently turn into supervisors’ encouragement with students’ confirmatory responses.