Written Feedback on Undergraduate EFL Theses in Indonesian Universities: Exploring Supervisors' Feedback Focus and Language Functions
Keywords:
feedback focus, Indonesian EFL, language functions, thesis supervision, written feedback
Abstract
This study aimed to examine the focus and language functions of supervisors' written feedback on EFL undergraduate theses in three Indonesian universities. A convergent parallel mixed-methods design was employed, with quantitative and qualitative strands given equal priority and collected concurrently. Quantitative data comprised 417 written comments from six thesis drafts and questionnaire responses from 46 undergraduate students, while qualitative data were obtained through semi-structured interviews with three supervisors. Written comments were coded for feedback focus and language function, questionnaire responses were analyzed using descriptive statistics, and interview data were examined through qualitative content analysis. The two strands were integrated through side-by-side comparison and joint interpretation to identify areas of convergence and divergence. The findings showed that supervisors' written comments focused primarily on content knowledge (53.5%), followed by genre knowledge (32.8%) and linguistic accuracy and appropriateness (13.7%). Directive functions predominated (77.4%), particularly directive questions and instructions, whereas expressive functions accounted for 22.6%, with very limited praise. The integrated findings indicate that supervisors primarily used directive language to address higher-order content and genre concerns, while linguistic issues received comparatively less attention. The study highlights the importance of balancing explicit revision guidance with supportive evaluation in undergraduate EFL thesis supervision.
References
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Atefinia, A., & Alavinia, P. (2019). Supervisory feedback: The weight of compliments, criticisms and suggestions revisited. International Journal of English Language & Translation Studies, 7(3), 59–66.
Azkah, S. H. A. M., Sidhu, G. K., & Rahman, S. (2016). Supervisors’ written feedback on thesis writing: Postgraduate students’ perspectives and concerns. In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings (pp. 337–347). Springer. https://doi.org/10.1007/978-981-287-664-5_27
Bastola, M. N., & Hu, G. (2020). Supervisory feedback across disciplines: Does it meet students’ expectations? Assessment & Evaluation in Higher Education, 1–17. https://doi.org/10.1080/02602938.2020.1780562
Basturkmen, H., East, M., & Bitchener, J. (2014). Supervisors’ on-script feedback comments on drafts of dissertations: Socialising students into the academic discourse community. Teaching in Higher Education, 19(4), 432–445. https://doi.org/10.1080/13562517.2012.752728
Bitchener, J., Basturkmen, H., & East, M. (2010). The focus of supervisor written feedback to thesis/dissertation students. International Journal of English Studies, 10(2), 79–97. https://doi.org/10.6018/ijes/2010/2/119201
Bitchener, J., Basturkmen, H., East, M., & Meyer, H. (2011). Best practice in supervisor feedback to thesis writers. Ako Aotearoa.
Boud, D., & Molloy, E. K. (2013). What is the problem with feedback? In D. Boud & E. K. Molloy (Eds.), Feedback in higher and professional education: Understanding it and doing it well (pp. 1–10). Routledge. https://doi.org/10.4324/9780203074336-1
Cheng, X., & Zhang, L. J. (2021). Teacher written feedback on English as a foreign language learners’ writing: Examining native and nonnative English-speaking teachers’ practices in feedback provision. Frontiers in Psychology, 12, 629921. https://doi.org/10.3389/fpsyg.2021.629921
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20
Derham, C., Balloo, K., & Winstone, N. (2021). The focus, function and framing of feedback information: Linguistic and content analysis of in-text feedback comments. Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2021.1969335
Gedamu, A. D., & Gezahegn, T. H. (2021). EFL supervisors’ written feedback focus and language functions: A mixed methods study. Asian-Pacific Journal of Second and Foreign Language Education, 6(1). https://doi.org/10.1186/s40862-021-00125-2
Ghazal, L., Gul, R., Hanzala, M., Jessop, T., & Tharani, A. (2014). Graduate students’ perceptions of written feedback at a private university in Pakistan. International Journal of Higher Education, 3(2), 13–22. https://doi.org/10.5430/ijhe.v3n2p13
Gul, R. B., Tharani, A., Lakhani, A., & Rizvi, N. (2016). Teachers’ perceptions and practices of written feedback in higher education. World Journal of Education, 6(3), 9–20. https://doi.org/10.5430/wje.v6n3p10
Hakimi, M. (2020). Teacher written feedback in EFL classroom: Abu Hayyan al-Tawhidi High School–Kenitra, Morocco–as a case study. International Journal for Innovation Education and Research, 8(7), 226–248. https://doi.org/10.31686/ijier.vol8.iss7.2472
Hoomanfard, M. H., Jafarigohar, M., Jalilifar, A., & Masum, S. M. H. (2018). Comparative study of graduate students’ self-perceived needs for written feedback and supervisors’ perceptions. Journal of Research in Applied Linguistics, 9(2), 24–46. https://doi.org/10.22055/rals.2018.13792
Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185–212. https://doi.org/10.1016/S1060-3743(01)00038-8
Irwin, B. (2017). Written corrective feedback: Student preferences and teacher feedback practices. IAFOR Journal of Language Learning, 3(2), 35–58. https://doi.org/10.22492/ijll.3.2.02
Kumar, V., & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12(4), 461–470. https://doi.org/10.1080/13562510701415433
Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13–22. https://doi.org/10.1093/elt/ccn010
Lei, Z., & Pramoolsook, I. (2020). Written supervisory feedback strategies on bachelor’s theses: Chinese EFL supervisors’ beliefs and practices. rEFLections, 27(2), 162–188. https://doi.org/10.61508/refl.v27i2.247274
Leng, K. T. P. (2014). An analysis of written feedback on ESL students’ writing. Procedia - Social and Behavioral Sciences, 123, 389–397. https://doi.org/10.1016/j.sbspro.2014.01.1437
Linuwih, E. R., Setiawan, S., & Munir, A. (2024). Student engagement with teacher written feedback in online EFL writing context. Theory and Practice in Language Studies, 14(7), 2186–2192. https://doi.org/10.17507/tpls.1407.27
Lucero, M., Fernández, M. J., & Montanero, M. (2018). Teachers’ written feedback comments on narrative texts in elementary and secondary education. Studies in Educational Evaluation, 59, 158–167. https://doi.org/10.1016/j.stueduc.2018.07.002
McGuire, W., Harrington, O., MacDiarmid, C., & Zacharias, S. (2021). The problem with written feedback. European Educational Research Association (EERA) Conference Proceedings.
Musyarofah, L., Setiawan, S., & Maru, G. (2021). EFL thesis writing: Revealing the supervisor’s and supervisee’s attitudes toward the written feedback. The Asian EFL Journal, 28(1.4), 225–250.
Nurie, Y. (2018). Higher education supervision practices on student thesis writing: Language function and focus of written feedback. International Journal of Teaching and Learning in Higher Education, 30(3), 522–533.
Nurie, Y. (2020). Graduate students’ perceived needs and preferences for supervisor written feedback for thesis writing. Journal of Language and Education, 6(4), 153–170. https://doi.org/10.17323/jle.2020.10340
Plaindaren, C., & Shah, P. M. (2019). A study on the effectiveness of written feedback in writing tasks among upper secondary school pupils. Creative Education, 10(13), 3491–3508. https://doi.org/10.4236/ce.2019.1013269
Purnomo, W. W., Basthomi, Y., & Prayogo, J. A. (2021). EFL university teachers’ perspectives in written corrective feedback and their actual applications. International Journal of Evaluation and Research in Education, 10(3), 1089–1099. https://doi.org/10.11591/ijere.v10i3.21641
Qunayeer, H. S. A. (2020). Identifying the linguistic features and content of teacher electronic feedback and students’ text revisions in writing. International Journal of Applied Linguistics & English Literature, 9(6), 82–90. https://doi.org/10.7575/aiac.ijalel.v.9n.6p.82
Raihany, A. (2014). The importance of teacher’s written feedback on the students’ writing in teaching-learning process. OKARA: Jurnal Bahasa dan Sastra, 1, 91–106.
Razali, R., & Jupri, R. (2016). Exploring teacher written feedback and student revisions on ESL students’ writing. IOSR Journal of Humanities and Social Science, 19(5), 63–70. https://doi.org/10.9790/0837-19556370
Rizqiyyah, R., & Prianty, T. (2020). An analysis of focused metalinguistic written feedback: How would learners react? Englisia: Journal of Language, Education, and Humanities, 8(1), 44–56. https://doi.org/10.22373/ej.v8i1.5972
Saeed, M. A., Al Qunayeer, H. S., & Al-Jaberi, M. A. (2021). Exploring supervisory feedback formulation on academic writing of research proposals and postgraduates’ responses to feedback: A case study. SAGE Open, 11(2), 1–15. https://doi.org/10.1177/21582440211007125
Saidon, M. A., Ehsan, N., Said, M., Mastura, T., Soh, T., & Husnin, H. (2018). ESL students’ perception of teacher’s written feedback practice in Malaysian classrooms. Creative Education, 9(14), 2300–2310. https://doi.org/10.4236/ce.2018.914170
Stracke, E., & Kumar, V. (2010). Feedback and self-regulated learning: Insights from supervisors’ and PhD examiners’ reports. Reflective Practice, 11(1), 19–32.
Stracke, E., & Kumar, V. (2016). Exploring doctoral students’ perceptions of language use in supervisory written feedback practices—because “feedback is hard to have.” Australian Review of Applied Linguistics, 39(2), 122–138. https://doi.org/10.1075/aral.39.2.02str
Suci, D. N., Basthomi, Y., Mukminatien, N., Santihastuti, A., & Syamdianita. (2021). EFL students’ responses on teacher’s online written feedback: Interaction, revision, and perception. Indonesian Journal of Applied Linguistics, 11(2), 292–306. https://doi.org/10.17509/ijal.v11i2.28549
Supriyadi, & Kholid, M. R. (2020). Focused written feedback on developing quality bachelor’s thesis proposal. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 5(2), 265–274. https://doi.org/10.24042/tadris.v5i2.5469
Atefinia, A., & Alavinia, P. (2019). Supervisory feedback: The weight of compliments, criticisms and suggestions revisited. International Journal of English Language & Translation Studies, 7(3), 59–66.
Azkah, S. H. A. M., Sidhu, G. K., & Rahman, S. (2016). Supervisors’ written feedback on thesis writing: Postgraduate students’ perspectives and concerns. In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings (pp. 337–347). Springer. https://doi.org/10.1007/978-981-287-664-5_27
Bastola, M. N., & Hu, G. (2020). Supervisory feedback across disciplines: Does it meet students’ expectations? Assessment & Evaluation in Higher Education, 1–17. https://doi.org/10.1080/02602938.2020.1780562
Basturkmen, H., East, M., & Bitchener, J. (2014). Supervisors’ on-script feedback comments on drafts of dissertations: Socialising students into the academic discourse community. Teaching in Higher Education, 19(4), 432–445. https://doi.org/10.1080/13562517.2012.752728
Bitchener, J., Basturkmen, H., & East, M. (2010). The focus of supervisor written feedback to thesis/dissertation students. International Journal of English Studies, 10(2), 79–97. https://doi.org/10.6018/ijes/2010/2/119201
Bitchener, J., Basturkmen, H., East, M., & Meyer, H. (2011). Best practice in supervisor feedback to thesis writers. Ako Aotearoa.
Boud, D., & Molloy, E. K. (2013). What is the problem with feedback? In D. Boud & E. K. Molloy (Eds.), Feedback in higher and professional education: Understanding it and doing it well (pp. 1–10). Routledge. https://doi.org/10.4324/9780203074336-1
Cheng, X., & Zhang, L. J. (2021). Teacher written feedback on English as a foreign language learners’ writing: Examining native and nonnative English-speaking teachers’ practices in feedback provision. Frontiers in Psychology, 12, 629921. https://doi.org/10.3389/fpsyg.2021.629921
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20
Derham, C., Balloo, K., & Winstone, N. (2021). The focus, function and framing of feedback information: Linguistic and content analysis of in-text feedback comments. Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2021.1969335
Gedamu, A. D., & Gezahegn, T. H. (2021). EFL supervisors’ written feedback focus and language functions: A mixed methods study. Asian-Pacific Journal of Second and Foreign Language Education, 6(1). https://doi.org/10.1186/s40862-021-00125-2
Ghazal, L., Gul, R., Hanzala, M., Jessop, T., & Tharani, A. (2014). Graduate students’ perceptions of written feedback at a private university in Pakistan. International Journal of Higher Education, 3(2), 13–22. https://doi.org/10.5430/ijhe.v3n2p13
Gul, R. B., Tharani, A., Lakhani, A., & Rizvi, N. (2016). Teachers’ perceptions and practices of written feedback in higher education. World Journal of Education, 6(3), 9–20. https://doi.org/10.5430/wje.v6n3p10
Hakimi, M. (2020). Teacher written feedback in EFL classroom: Abu Hayyan al-Tawhidi High School–Kenitra, Morocco–as a case study. International Journal for Innovation Education and Research, 8(7), 226–248. https://doi.org/10.31686/ijier.vol8.iss7.2472
Hoomanfard, M. H., Jafarigohar, M., Jalilifar, A., & Masum, S. M. H. (2018). Comparative study of graduate students’ self-perceived needs for written feedback and supervisors’ perceptions. Journal of Research in Applied Linguistics, 9(2), 24–46. https://doi.org/10.22055/rals.2018.13792
Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185–212. https://doi.org/10.1016/S1060-3743(01)00038-8
Irwin, B. (2017). Written corrective feedback: Student preferences and teacher feedback practices. IAFOR Journal of Language Learning, 3(2), 35–58. https://doi.org/10.22492/ijll.3.2.02
Kumar, V., & Stracke, E. (2007). An analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12(4), 461–470. https://doi.org/10.1080/13562510701415433
Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13–22. https://doi.org/10.1093/elt/ccn010
Lei, Z., & Pramoolsook, I. (2020). Written supervisory feedback strategies on bachelor’s theses: Chinese EFL supervisors’ beliefs and practices. rEFLections, 27(2), 162–188. https://doi.org/10.61508/refl.v27i2.247274
Leng, K. T. P. (2014). An analysis of written feedback on ESL students’ writing. Procedia - Social and Behavioral Sciences, 123, 389–397. https://doi.org/10.1016/j.sbspro.2014.01.1437
Linuwih, E. R., Setiawan, S., & Munir, A. (2024). Student engagement with teacher written feedback in online EFL writing context. Theory and Practice in Language Studies, 14(7), 2186–2192. https://doi.org/10.17507/tpls.1407.27
Lucero, M., Fernández, M. J., & Montanero, M. (2018). Teachers’ written feedback comments on narrative texts in elementary and secondary education. Studies in Educational Evaluation, 59, 158–167. https://doi.org/10.1016/j.stueduc.2018.07.002
McGuire, W., Harrington, O., MacDiarmid, C., & Zacharias, S. (2021). The problem with written feedback. European Educational Research Association (EERA) Conference Proceedings.
Musyarofah, L., Setiawan, S., & Maru, G. (2021). EFL thesis writing: Revealing the supervisor’s and supervisee’s attitudes toward the written feedback. The Asian EFL Journal, 28(1.4), 225–250.
Nurie, Y. (2018). Higher education supervision practices on student thesis writing: Language function and focus of written feedback. International Journal of Teaching and Learning in Higher Education, 30(3), 522–533.
Nurie, Y. (2020). Graduate students’ perceived needs and preferences for supervisor written feedback for thesis writing. Journal of Language and Education, 6(4), 153–170. https://doi.org/10.17323/jle.2020.10340
Plaindaren, C., & Shah, P. M. (2019). A study on the effectiveness of written feedback in writing tasks among upper secondary school pupils. Creative Education, 10(13), 3491–3508. https://doi.org/10.4236/ce.2019.1013269
Purnomo, W. W., Basthomi, Y., & Prayogo, J. A. (2021). EFL university teachers’ perspectives in written corrective feedback and their actual applications. International Journal of Evaluation and Research in Education, 10(3), 1089–1099. https://doi.org/10.11591/ijere.v10i3.21641
Qunayeer, H. S. A. (2020). Identifying the linguistic features and content of teacher electronic feedback and students’ text revisions in writing. International Journal of Applied Linguistics & English Literature, 9(6), 82–90. https://doi.org/10.7575/aiac.ijalel.v.9n.6p.82
Raihany, A. (2014). The importance of teacher’s written feedback on the students’ writing in teaching-learning process. OKARA: Jurnal Bahasa dan Sastra, 1, 91–106.
Razali, R., & Jupri, R. (2016). Exploring teacher written feedback and student revisions on ESL students’ writing. IOSR Journal of Humanities and Social Science, 19(5), 63–70. https://doi.org/10.9790/0837-19556370
Rizqiyyah, R., & Prianty, T. (2020). An analysis of focused metalinguistic written feedback: How would learners react? Englisia: Journal of Language, Education, and Humanities, 8(1), 44–56. https://doi.org/10.22373/ej.v8i1.5972
Saeed, M. A., Al Qunayeer, H. S., & Al-Jaberi, M. A. (2021). Exploring supervisory feedback formulation on academic writing of research proposals and postgraduates’ responses to feedback: A case study. SAGE Open, 11(2), 1–15. https://doi.org/10.1177/21582440211007125
Saidon, M. A., Ehsan, N., Said, M., Mastura, T., Soh, T., & Husnin, H. (2018). ESL students’ perception of teacher’s written feedback practice in Malaysian classrooms. Creative Education, 9(14), 2300–2310. https://doi.org/10.4236/ce.2018.914170
Stracke, E., & Kumar, V. (2010). Feedback and self-regulated learning: Insights from supervisors’ and PhD examiners’ reports. Reflective Practice, 11(1), 19–32.
Stracke, E., & Kumar, V. (2016). Exploring doctoral students’ perceptions of language use in supervisory written feedback practices—because “feedback is hard to have.” Australian Review of Applied Linguistics, 39(2), 122–138. https://doi.org/10.1075/aral.39.2.02str
Suci, D. N., Basthomi, Y., Mukminatien, N., Santihastuti, A., & Syamdianita. (2021). EFL students’ responses on teacher’s online written feedback: Interaction, revision, and perception. Indonesian Journal of Applied Linguistics, 11(2), 292–306. https://doi.org/10.17509/ijal.v11i2.28549
Supriyadi, & Kholid, M. R. (2020). Focused written feedback on developing quality bachelor’s thesis proposal. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 5(2), 265–274. https://doi.org/10.24042/tadris.v5i2.5469
Published
2026-10-21
How to Cite
Linuwih, E., & Kumala, S. (2026). Written Feedback on Undergraduate EFL Theses in Indonesian Universities: Exploring Supervisors’ Feedback Focus and Language Functions. Indonesian Journal of EFL and Linguistics, 11(2), 213-228. https://doi.org/10.21462/ijefl.v11i2.1045
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Articles
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