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Scandinavian Journal of Educational Research Volume 53, 2009 - Issue 2: Conversation Analysis as a Way of Studying Learning
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Problems in the Research Problem: Critical Feedback and Resistance in Academic Supervision

Sanna Vehviläinen University of HelsinkiCorrespondence[email protected]
Pages 185-201 | Published online: 06 Apr 2009

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Marinette Bahtilla. (2024) Supervisory feedback: Supervisors’ reasons for not giving timely feedback. Innovations in Education and Teaching International 61:1, pages 19-30.
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Ngoc Thi Bich Nguyen & Ilana Mushin. (2022) Understanding equivocal feedback in PhD supervision meetings: a conversation analysis approach. Teaching in Higher Education 0:0, pages 1-17.
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Fatma Badem-Korkmaz, Semih Ekin & Ufuk Balaman. (2022) Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction. Classroom Discourse 13:2, pages 212-230.
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Bas T. Agricola, Frans J. Prins, Marieke F. van der Schaaf & Jan van Tartwijk. (2021) Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education. Scandinavian Journal of Educational Research 65:5, pages 877-897.
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Madhu Neupane Bastola & Guangwei Hu. (2021) Supervisory feedback across disciplines: does it meet students’ expectations?. Assessment & Evaluation in Higher Education 46:3, pages 407-423.
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Kalypso Filippou, Johanna Kallo & Mirjamaija Mikkilä-Erdmann. (2021) Supervising master’s theses in international master’s degree programmes: roles, responsibilities and models. Teaching in Higher Education 26:1, pages 81-96.
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Edd Pitt, Margaret Bearman & Rachelle Esterhazy. (2020) The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education 45:2, pages 239-250.
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Melisa Stevanovic & Arniika Kuusisto. (2019) Teacher Directives in Children’s Musical Instrument Instruction: Activity Context, Student Cooperation, and Institutional Priority. Scandinavian Journal of Educational Research 63:7, pages 1022-1040.
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Lotte van Poppel. (2019) Anticipating Resistance to Health Advice: A Speech Act Perspective. Discourse Processes 56:3, pages 256-269.
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Rachelle Esterhazy & Crina Damşa. (2019) Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education 44:2, pages 260-274.
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Elaheh Etehadieh & Johanna Rendle-Short. (2016) Intersubjectivity or Preference: Interpreting Student Pauses in Supervisory Meetings. Australian Journal of Linguistics 36:2, pages 172-188.
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Renske A. M. de Kleijn, Paulien C. Meijer, Albert Pilot & Mieke Brekelmans. (2014) The relation between feedback perceptions and the supervisor–student relationship in master's thesis projects. Teaching in Higher Education 19:4, pages 336-349.
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Marieke Van der Schaaf, Liesbeth Baartman, Frans Prins, Anne Oosterbaan & Harmen Schaap. (2013) Feedback Dialogues That Stimulate Students' Reflective Thinking. Scandinavian Journal of Educational Research 57:3, pages 227-245.
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Liisa Voutilainen, Anssi Peräkylä & Johanna Ruusuvuori. (2011) Therapeutic change in interaction: Conversation analysis of a transforming sequence. Psychotherapy Research 21:3, pages 348-365.
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Cathrin Martin & Fritjof Sahlström. (2010) Learning as Longitudinal Interactional Change: From Other-Repair to Self-Repair in Physiotherapy Treatment. Discourse Processes 47:8, pages 668-697.
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Sanna Vehviläinen. (2009) Student-Initiated Advice in Academic Supervision. Research on Language and Social Interaction 42:2, pages 163-190.
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Zhiying Jian. (2024) Responsive advice-giving to troubles in supervision interaction. Discourse Studies 26:2, pages 218-241.
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Emir Ertunç Havadar. (2024) Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally. Linguistics and Education 80, pages 101283.
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Gustav Lymer, Oskar Lindwall & Christian Greiffenhagen. (2024) Student writing in higher education: From texts to practices to textual practices. Linguistics and Education 80, pages 101247.
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Binh Thanh Ta. (2024) Collaboratively pursuing student uptake of feedback through storytelling: a conversation analytic study of interaction in team doctoral supervision. Applied Linguistics Review 0:0.
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Therese Grohnert, Lena Gromotka, Inken Gast, Laurie Delnoij & Simon Beausaert. (2024) Effective master's thesis supervision – A summative framework for research and practice. Educational Research Review 42, pages 100589.
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Semih Ekin, Ufuk Balaman & Fatma Badem-Korkmaz. (2024) Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education. Applied Linguistics Review 15:1, pages 31-60.
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Marion West. (2023) Advice Resistance in Undergraduate Supervision Meetings: The Competing Relevance of Expertise and Experience. Journal of Language and Social Psychology 42:5-6, pages 589-609.
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Yan (Olivia) Zhang. (2023) Tracing development: Feedback orientations and knowledge construction in master's theses. Journal of English for Academic Purposes 63, pages 101246.
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Kelsey Inouye. (2022) Developing the PhD thesis project in relation to individual contexts: a multiple case study of five doctoral researchers. Higher Education 85:5, pages 1143-1160.
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Sanna Vehviläinen & Anne-Mari Souto. (2021) How does career guidance at schools encounter migrant young people? Interactional practices that hinder socially just guidance. International Journal for Educational and Vocational Guidance 22:2, pages 449-466.
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Binh Thanh Ta. 2022. Storytelling Practices in Home and Educational Contexts. Storytelling Practices in Home and Educational Contexts 311 334 .
Ufuk BalamanUfuk Balaman. 2022. Conversation Analytic Language Teacher Education in Digital Spaces. Conversation Analytic Language Teacher Education in Digital Spaces 15 78 .
Melisa Stevanovic. (2021) Monitoring and evaluating body knowledge: metaphors and metonymies of body position in children’s music instrument instruction. Linguistics Vanguard 7:s4.
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Ani Henttonen, Bjöörn Fossum, Max Scheja, Marianne Teräs & Margareta Westerbotn. (2021) Nursing students’ expectations of the process of writing a bachelor’s thesis in Sweden: A qualitative study. Nurse Education in Practice 54, pages 103095.
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Jenny Magnusson. (2021) Positioning oneself in relation to sources and context – Enactments of independence in undergraduate supervision. Journal of Applied Linguistics and Professional Practice 14:3.
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Binh Thanh Ta. (2021) A conversation analytical study of story-openings in advice-giving episodes in doctoral research supervision meetings. Discourse Studies 23:2, pages 213-230.
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Antonia Ivaldi, Alice Sanderson, Gareth Hall & Michael Forrester. (2021) Learning to perform: A conversation analytic systematic review of learning and teaching practices in performing arts lesson interactions. Learning, Culture and Social Interaction 28, pages 100459.
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Marion West. (2020) ‘I’m Not Going to Tell You Cos You Need to Think About This’: a Conversation Analysis Study of Managing Advice Resistance and Supporting Autonomy in Undergraduate Supervision. Postdigital Science and Education 3:1, pages 198-222.
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Binh Thanh Ta & Anna Filipi. (2020) Storytelling as a resource for pursuing understanding and agreement in doctoral research supervision meetings. Journal of Pragmatics 165, pages 4-17.
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Natasha Shrikant. (2020) Metadiscourse and the management of relationships during online conflict among academics. Text & Talk 40:4, pages 513-535.
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Janna Meyer-Beining. (2020) “Of course we have criteria” Assessment criteria as material semiotic means in face-to-face assessment interaction. Learning, Culture and Social Interaction 24, pages 100368.
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Jocelyn B. Dautel. (2020) Applying a collective academic supervision model to the undergraduate dissertation. Psychology Teaching Review 26:1, pages 18-26.
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Ingo Winkler & Irma Rybnikova. (2019) Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations. Higher Education Quarterly 73:4, pages 521-538.
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Antonia Ivaldi. (2018) Explicit Versus Performative Assessments in Music Pedagogical Interactions. British Journal of Music Education 36:1, pages 69-86.
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Nigel Harwood & Bojana Petrić. (2019) Helping international master’s students navigate dissertation supervision: Research-informed discussion and awareness-raising activities. Journal of International Students 9:1, pages 150-171.
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Mona Blåsjö & Johan Christensson. (2018) Questions as literacy practice and boundary object in a teacher education setting. Linguistics and Education 48, pages 85-95.
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Beyza Björkman. (2018) “This is not familiar to most people”: navigating peer reviewers’ comments and knowledge construction practices by PhD students in supervision interactions. Journal of English as a Lingua Franca 7:2, pages 333-354.
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Karianne Skovholt. (2018) Anatomy of a teacher–student feedback encounter. Teaching and Teacher Education 69, pages 142-153.
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Aija Logren, Johanna Ruusuvuori & Jaana Laitinen. (2017) Group members’ questions shape participation in health counselling and health education. Patient Education and Counseling 100:10, pages 1828-1841.
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Beyza Björkman. (2017) PhD supervision meetings in an English as a Lingua Franca (ELF) setting: linguistic competence and content knowledge as neutralizers of institutional and academic power. Journal of English as a Lingua Franca 6:1, pages 111-139.
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Marit Skarbø Solem. (2016) Negotiating knowledge claims: Students’ assertions in classroom interactions. Discourse Studies 18:6, pages 737-757.
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Erina L. MacGeorge, Lisa M. Guntzviller, Sara E. Branch & Liliya Yakova. (2016) Paths of Resistance. Journal of Language and Social Psychology 35:5, pages 548-568.
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Lorenza Mondada & Kimmo Svinhufvud. (2016) Writing-in-interaction. Language and Dialogue 6:1, pages 1-53.
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Antonia Ivaldi. (2014) Students’ and teachers’ orientation to learning and performing in music conservatoire lesson interactions. Psychology of Music 44:2, pages 202-218.
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Oskar Lindwall, Gustav Lymer & Christian Greiffenhagen. 2015. The Handbook of Classroom Discourse and Interaction. The Handbook of Classroom Discourse and Interaction 142 157 .
Ann-Marie Eriksson & Åsa Mäkitalo. (2015) Supervision at the outline stage: introducing and encountering issues of sustainable development through academic writing assignments. Text & Talk 35:2.
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Pablo Pareja Alcaraz. (2014) La coordinación del Trabajo de fin de Grado en Derecho en la UPF: funcionamiento y lecciones tras dos años de experiencia. REDU. Revista de Docencia Universitaria 12:3, pages 225.
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Fabrizio Bercelli, Federico Rossano & Maurizio Viaro. (2013) Supra-session courses of action in psychotherapy. Journal of Pragmatics 57, pages 118-137.
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Helle Merete Nordentoft, Rie Thomsen & Gitte Wichmann-Hansen. (2012) Collective academic supervision: a model for participation and learning in higher education. Higher Education 65:5, pages 581-593.
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Anna Slotte-Lüttge, Michaela Pörn & Fritjof Sahlström. (2012) Learning how to be a tähti : A case study of language development in everyday situations of a 7-year-old multilingual Finnish child . International Journal of Bilingualism 17:2, pages 153-173.
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Innhwa Park. (2012) Seeking advice: Epistemic asymmetry and learner autonomy in writing conferences. Journal of Pragmatics 44:14, pages 2004-2021.
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Oskar Lindwall & Anna Ekström. (2012) Instruction-in-Interaction: The Teaching and Learning of a Manual Skill. Human Studies 35:1, pages 27-49.
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Hansun Zhang Waring & Barbara L. Hruska. (2011) Getting and keeping Nora on board: A novice elementary ESOL student teacher's practices for lesson engagement. Linguistics and Education 22:4, pages 441-455.
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Cheryl Amundsen & Lynn McAlpine. 2011. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators. Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators 37 55 .
Manish Singh & Venkat Ram Reddy. (2021) Public Versus Private Feedback: Who Gains From Anonymity?. SSRN Electronic Journal.
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