Undergraduate students’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills

Abstract

This study explores undergraduate students’ perspectives of experiencing tutorial-based dialogic feedback (DF) aimed at enhancing their academic writing skills required for successful completion of English for Academic Purposes (EAP) writing courses. To achieve this aim, an interview-based qualitative study was conducted in a renowned institution of higher education in Bangladesh. The generated data were analysed using an inductive thematic analysis approach, which yielded the findings of this study. The key findings suggest that DF has possible significant prospects to be employed in EAP writing courses working alongside written corrective feedback (WCF). DF helps students better comprehend and effectively apply WCF in both the revised and final drafts of their assignments, potentially resulting in enhanced academic writing. The successful implementation of the DF framework, as proposed by Yang and Carless (2013), may ultimately lead to improvements in academic writing skills. Consequently, this study contributes South Asian evidence-based research to the existing body of knowledge on the pedagogical use of DF.