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Innovations in Education and Teaching International Volume 57, 2020 - Issue 2
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Original Articles

Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study

Yao ZhengFaculty of Education, University of Macau, Taipa, MacaoView further author information
,
Shulin YuFaculty of Education, University of Macau, Taipa, MacaoView further author information
,
Bo WangCollege of Foreign Languages, Shandong University of Science and Technology, Qingdao, ChinaCorrespondence[email protected]
View further author information
&
Yiran ZhangFaculty of Education, University of Macau, Taipa, MacaoView further author information
Pages 186-197 | Published online: 16 May 2019

References

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  • Carter, S., & Kumar, V. (2017). ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International, 54, 68–75.
  • Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions (Vol. 9, 2nd ed.). Thousand Oaks: Sage publications.
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  • Paré, A. (2011). Speaking of writing: Supervisory feedback and the dissertation. In L. McAlpine & C. Amundsen (Eds.), Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (pp. 59–74). London: Springer.
  • Svalberg, A. M.-L. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18, 242–258.
  • Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26, 445–446.
  • Yu, S., & Lee, I. (2013). Understanding supervisors’ commentary practices in doctoral research proposal writing: A Hong Kong study. Asia-Pacific Education Researcher, 22, 473–483.
  • Yu, S., Zhang, Y., Zheng, Y., Yuan, K., & Zhang, L. (2019). Understanding student engagement with peer feedback on master’s theses: A Macau study. Assessment & Evaluation in Higher Education, 44, 50–65.
  • Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24.

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