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Supervisors’ feedback priorities and students’ reactions to it: How do Swedes and Indonesians describe it?
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).ORCID iD: 0000-0001-7182-7628
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-2565-8875
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Research on English as an Additional Language (EAL) academic acculturation has focused on international students as newcomers in English speaking countries and has frequently used a linguistically oriented approach. This research aimed to examine EAL thesis supervision as an academic socialisation practice in non-Anglophone context. We focused on exploring supervisors’ feedback provision priorities and students’ reactions to the feedback in one Swedish and three Indonesian universities. We contribute to the Nordic educational context by shedding light on thesis supervision as part of students’ dynamic academic socialisation. The research was conducted in response to the identified need of new strategies for academic literacy development to manage multicultural assets in the EAL academic writing and publication. We employed a multi-faceted view of academic literacy development, involving both cognitive activities and socially situated practice, integrated with. Biesta’ functions of education and Habermas’s Communicative Action concepts. Semi-structured interview was conducted with thirty-nine participants (14 supervisors and 25 students). The findings indicated different supervisors’ feedback provision priorities. Swedish supervisors explained focusing on content to strive for students’ socialisation and subjectification, while Indonesian supervisors mostly prioritise giving both form and content-focused feedback to target the function of qualification. A few Indonesian supervisors described focusing on socialisation in thesis writing and peer-reviewed publication. While supervisors in both contexts expressed striving for learning orientation through supervision, most students in both contexts described focusing on instrumental goals (finishing their thesis projects and getting degrees). Also, many students explained difficulties dealing with feedback in the form of questions. They indicated resistance to the socialisation process by employing strategic action (deleting or shortening the commented part to avoid further questions and revision). Only a few students viewed question-feedback as a communicative means of learning. Students’ responses signalled a lack of disciplinary literacy through unfamiliarity with research methodologies and theoretical framework that created problems in deciphering the supervisors’ feedback. Since the findings illustrate that students and supervisors have different feedback orientations, we call for increased clarity in communicating aims for thesis supervision. Also, the task of students’ academic literacy development and socialisation cannot fall on thesis supervisors alone. Pedagogical practices through embedded-curriculum programmes are required to foster students’ belonging to academic community and identity adaptation.

Place, publisher, year, edition, pages
Oslo, 2023.
Keywords [en]
academic acculturation, feedback provision, academic literacy, non-Anglophone thesis supervision, thematic analysis
National Category
Pedagogy General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:mau:diva-58788OAI: oai:DiVA.org:mau-58788DiVA, id: diva2:1745690
Conference
NERA Conference 2023: Digitalization and Technologies in Education Opportunities and Challenges 15-17 March, 2023, Oslo Metropolitan University, Oslo, Norway
Available from: 2023-03-24 Created: 2023-03-24 Last updated: 2024-01-29Bibliographically approved

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Nangimah, MusrifatunWalldén, Robert

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Department of Culture, Languages and Media (KSM)Disciplinary literacy and inclusive teaching
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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More languages
Output format
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  • asciidoc
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