Writing a thesis is a complex task that requires both creativity and adherence to academic conventions, which can be challenging for undergraduate students who may have limited knowledge of research topics, autonomy and experience with the uncertainties of thesis writing and evaluation. This study aims to explore thesis supervision in Swedish and Indonesian educational contexts to critically understand the underlying factors that contribute to thesis supervision in English as an Additional Language contexts (EAL) and how these factors influence the supervisory processes and outcomes. Using a dialogic approach, this study offers insights into the socially situated nature of supervision, inviting reflection to foster further dialogue and personalised pedagogical considerations. A multi-case study with convergent mixed-method approach was employed, involving 39 participants (14 supervisors and 25 students). Data were collected through questionnaire responses, interview responses, video-recorded supervision meetings and thesis drafts. Qualitative data were analysed through discourse analysis and reflexive thematic analysis, while quantitative data were tested with statistical regression models. Findings revealed that while thesis supervision aimed to foster collaborative dialogic supervision, students often viewed the thesis as a transactional process for graduation. The study highlights challenges in achieving truly dialogic supervision due to conflicting supervisory roles, power dynamics, and students’ limited amount of academic literacy, research literacy, and communicative skills. The participating students, who are preparing to be English teachers, need academic socialisation with argumentative skills, research literacies and academic literacies to be able to write their theses. Thesis supervision and teaching activities in the embedded courses also should address students’ tendency to view thesis writing to get a degree rather than intellectual growth, a mindset that is probably shaped by educational system is focused on grades and assessments. This study calls for a shift in educational focus from qualifications to socialisation and subjectification. The study concludes by recommending a balanced, integrated feedback process and postponing local-level corrections to improve feedback effectiveness.