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Direct linkYuehan Luo; Guangwei Hu – Teaching in Higher Education, 2025
Informed by basic psychological needs theory, this multi-case study explored four supervisors' feedback practices and their effects on Chinese English-major students' engagement with feedback on their undergraduate dissertations written in English. Data comprised interviews with students and supervisors, stimulated recalls with students, audio…
Descriptors: Undergraduate Students, Theses, Supervisors, Supervisor Supervisee Relationship
Jie Bao; Dezheng Feng – Teaching in Higher Education, 2025
This study examines how supervisory feedback facilitates doctoral students' academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collected from one supervisor and his four doctoral students were analyzed, including drafts with written comments added, feedback dialogues around text…
Descriptors: Doctoral Students, Writing for Publication, Feedback (Response), Supervisor Supervisee Relationship
Zhang, Yiran; Yu, Shulin; Yuan, Kaihao – Teaching in Higher Education, 2020
While recent research has highlighted the increasing importance of peer feedback as a supplementary pedagogy to supervision in higher education academic contexts, little is known regarding whether and how peer feedback can induct research students into the academic discourse community. Underpinned by the academic discourse community theory, this…
Descriptors: Graduate Students, Peer Evaluation, Feedback (Response), Discourse Communities
