Abstract
This qualitative case study seeks to uncover how four graduate TESOL students engage in dialogic supervisory feedback about three-dimensional levels of engagement: affective, behavioral, and cognitive dimensions. Four TESOL graduate students involved in the same supervision group from a public university in Indonesia were recruited for this study using purposive sampling. Semi-structured interviews and students’ commented proposals were used to collect data, and the data were analyzed using Interpretative Phenomenological Analysis (IPA). The findings were thematized following three dimensions of student engagement. The findings of this study bring insights into the potential of dialogic feedback in graduate students' thesis writing development and provide implications for supervisory feedback practices in similar ESL/EFL settings.
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