Exploring dialogic feedback in EAL academic writing: Performance outcomes and student perspectives

Abstract

This study examined the effectiveness of dialogic feedback (DF) as an approach to feedback on English as an additional language (EAL) academic writing at the tertiary level, in comparison with traditional written commentaries. Adopting a mixed-methods design, the study investigated both writing performance outcomes and student perceptions of DF. The findings indicate that while DF offers some advantages in supporting aspects of writing development and promoting more consistent performance across learners, its overall impact on writing quality appears to be modest. Qualitative results further suggest that students generally perceive DF as a valuable, though demanding, process that fosters greater reflection, awareness, and engagement with their writing. Taken together, the findings point to DF as a promising, interaction-oriented approach to feedback that supports learner involvement, while also highlighting the need for further research into its implementation and effectiveness.