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Negotiated Interaction Patterns and Strategies in Swedish and Indonesian Thesis Supervision
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).ORCID iD: 0000-0001-7182-7628
2024 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

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. 

Place, publisher, year, edition, pages
London, 2024.
Keywords [en]
thematic analysis; negotiated interaction, correction, suggestion, encouragement
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-69891OAI: oai:DiVA.org:mau-69891DiVA, id: diva2:1884845
Conference
The European Conference on Language Learning (ECLL2024). London, UK / Online
Available from: 2024-07-18 Created: 2024-07-18 Last updated: 2024-08-02Bibliographically approved

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https://ecll.iafor.org/presentation/submission80958/

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Nangimah, Musrifatun

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf