PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

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• Ali, N., Rose, S., & Ahmed, L. (2015). Psychology students’ perception of and engagement with feedback as a function of year of study. Assessment and Evaluation in Higher Education, 40(4), 574-586. https://doi.org/10.1080/02602938.2014.936355
  
  Bastola, M. N. (2022). Engagement and challenges in supervisory feedback: Supervisors’ and students’ perceptions. RELC Journal, 53(1), 56-70. https://doi.org/10.1177/0033688220912547
  
  Bastola, M. N., & Hu, G. (2023). From the other side of the desk: Supervisors’ perceptions of supervisory feedback. Journal of Second Language Writing, 59, Article 100965. https://doi.org/10.1016/j.jslw.2023.100965
  
  Basturkmen, H., East, M., & Bitchener, J. (2014). Supervisors’ on-script feedback comments on drafts of dissertations: Socialising students into the academic discourse community. Teaching in Higher Education, 19(4), 432-445. https://doi.org/10.1080/13562517.2012.752728
  
  Bitchener, J., Basturkmen, H., & East, M. (2010). The focus of supervisor written feedback to thesis/dissertation students. International Journal of English Studies, 10(2), 79-97. https://doi.org/10.6018/ijes/2010/2/119201
  
  Braun, V., & Clarke, V. (2006). Qualitative research in psychology using thematic analysis in psychology using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  
  Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. https://doi.org/10.1080/03075071003642449
  
  Carter, S., & Kumar, V. (2017). ‘ Ignoring me is part of learning ’: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International, 54(1), 68-75. https://doi.org/10.1080/14703297.2015.1123104
  
  Dang, T. T. D., Scull, J., & Chowdhury, R. (2022). Engagement with a sequence of feedback-correction: A case study of secondary school students in Vietnam. International Journal of Instruction, 15(1), 1025-1044. https://doi.org/10.29333/iji.2022.15158a
  
  de Kleijn, R. A. M., Mainhard, M. T., Meijer, P. C., Brekelmans, M., & Pilot, A. (2013). Master’s thesis projects: Student perceptions of supervisor feedback. Assessment and Evaluation in Higher Education, 38(8), 1012-1026. https://doi.org/1.1080/02602938.2013.777690
  
  de Kleijn, R. A. M., Meijer, P. C., Brekelmans, M., & Pilot, A. (2015). Adaptive research supervision: Exploring expert thesis supervisors’ practical knowledge. Higher Education Research and Development, 34(1), 117-130. https://doi.org/10.1080/07294360.2014.934331
  
  de Kleijn, R. A. M., Meijer, P. C., Pilot, A., & Brekelmans, M. (2014). The relation between feedback perceptions and the supervisor-student relationship in master’s thesis projects. Teaching in Higher Education, 19(4), 336-349. https://doi.org/10.1080/13562517.2013.860109
  
  Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335-349. https://doi.org/10.1017/S0272263109990544
  
  Fernández-Michels, P., & Fornons, L. C. (2021). Learner engagement with corrective feedback using think-aloud protocols. JALT CALL Journal, 17(3), 203-232. https://doi.org/10.29140/jaltcall.v17n3.461
  
  Ferris, D. R. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29(1), 33-53. https://doi.org/10.2307/3587804
  
  Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307-329. https://doi.org/10.1016/j.jslw.2012.09.009
  
  Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 97-131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5
  
  Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
  
  Geng, F., & Yu, S. (2022). Exploring doctoral students’ emotions in feedback on academic writing: A critical incident perspective. Studies in Continuing Education, 46(1), 1-19. https://doi.org/10.1080/0158037X.2022.2109616
  
  Hadden, A. A., & Frisby, B. N. (2019). Face threat mitigation in feedback: An examination of student feedback anxiety, self-efficacy, and perceived emotional support. Communication Quarterly, 67(1), 60-75. https://doi.org/10.1080/01463373.2018.1531043
  
  Hafour, M. F., & Alwaleedi, M. (2022). Students’ emotional and behavioral engagement: Cloud-based collaborative writing and learning analytics. Call-Ej, 23(1), 374-400.
  
  Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44. https://doi.org/10.1016/j.jslw.2015.08.002
  
  Han, Y., & Hyland, F. (2019). Learner engagement with written feedback: A sociocognitive perspective. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 247-264). Cambridge University Press. https://doi.org/10.1017/9781108635547.015
  
  Han, Y., & Xu, Y. (2021). Student feedback literacy and engagement with feedback: A case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181-196. https://doi.org/10.1080/13562517.2019.1648410
  
  Handley, K., Price, M., & Millar, J. (2011). Beyond “doing time”: Investigating the concept of student engagement with feedback. Oxford Review of Education, 37(4), 543-560. https://doi.org/10.1080/03054985.2011.604951
  
  Harreveld, B., Danaher, M., Lawson, C., Knight, B. A., & Busch, G. (2016). Constructing methodology for qualitative research: Researching Education and Social Practices. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-59943-8
  
  Hill, J., Berlin, K., Choate, J., Cravens-Brown, L., McKendrick-Calder, L., & Smith, S. (2021). Exploring the emotional responses of undergraduate students to assessment feedback: Implications for instructors. Teaching and Learning Inquiry, 9(1), 294-318. https://doi.org/10.20343/TEACHLEARNINQU.9.1.20
  
  Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31(2), 217-230. https://doi.org/10.1016/S0346-251X(03)00021-6
  
  Inouye, K. S., & McAlpine, L. (2017). Developing scholarly identity: Variation in agentive responses to supervisor feedback. Journal of University Teaching and Learning Practice, 14(2). https://doi.org/10.53761/1.14.2.3
  
  Jin, X., Jiang, Q., Xiong, W., Feng, Y., & Zhao, W. (2022). Effects of student engagement in peer feedback on writing performance in higher education. Interactive Learning Environments, 3(1), 128-143. https://doi.org/10.1080/10494820.2022.2081209
  
  Karakose, T., Polat, H., Yirci, R., Tülübaş, T., Papadakis, S., Ozdemir, T. Y., & Demirkol, M. (2023). Assessment of the relationships between prospective mathematics teachers’ classroom management anxiety, academic self-efficacy beliefs, academic motivation, and attitudes toward the teaching profession using structural equation modelling. Mathematics, 11(2), Article 449. https://doi.org/10.3390/math11020449
  
  Kim, A. Y., & Kim, H. J. (2017). The effectiveness of instructor feedback for learning-oriented language assessment: Using an integrated reading-to-write task for English for academic purposes. Assessing Writing, 32, 57-71. https://doi.org/10.1016/j.asw.2016.12.001
  
  Kumar, V., & Stracke, E. (2007). An Analysis of written feedback on a PhD thesis. Teaching in Higher Education, 12(4), 461-470. https://doi.org/10.1080/13562510701415433
  
  Lee, J. D., & See, K. A. (2004). Trust in automation: Designing for appropriate reliance. Human Factors, 46(1), 50-80. https://doi.org/10.1518/hfes.46.1.50_30392
  
  Lei, Z., & Pramoolsook, I. (2020). Written supervisory feedback strategies on bachelor’s theses: Chinese EFL supervisors’ beliefs and practices. rEFLections, 27(2), 162-188. https://doi.org/10.61508/refl.v27i2.247274
  
  Li, Y., Hyland, F., & Hu, G. (2017). Prompting MEd students to engage with academia and the professional world through feedback. Journal of English for Academic Purposes, 26, 52-65. https://doi.org/10.1016/j.jeap.2017.02.005
  
  Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290. https://doi.org/10.1080/13562510600680582
  
  Lunt, T., & Curran, J. (2010). “Are you listening please?” The advantages of electronic audio feedback compared to written feedback. Assessment and Evaluation in Higher Education, 35(7), 759-769. https://doi.org/10.1080/02602930902977772
  
  Macfadyen, A., English, C., Kelleher, M., Coates, M., Cameron, C., & Gibson, V. (2019). ‘Am I doing it right?’ Conceptualizing the practice of supervising master’s dissertation students. Higher Education Research and Development, 38(5), 985-1000. https://doi.org/10.1080/07294360.2019.1597024
  
  Mahfoodh, O. H. A. (2017). “I feel disappointed”: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53-72. https://doi.org/10.1016/j.asw.2016.07.001
  
  Man, D., Chau, M. H., & Kong, B. (2021). Promoting student engagement with teacher feedback through rebuttal writing. Educational Psychology, 41(7), 883-901. https://doi.org/10.1080/01443410.2020.1746238
  
  McClure, J. W. (2005). Preparing a laboratory-based thesis: Chinese international research students’ experiences of supervision. Teaching in Higher Education, 10(1), 3-16. https://doi.org/10.1080/1356251052000291530
  
  Newman, R. (2016). Working talk: Developing a framework for the teaching of collaborative talk. Research Papers in Education, 31(1), 107-131. https://doi.org/10.1080/02671522.2016.1106698
  
  Parker, M., & Winstone, N. E. (2016). Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education, 10(1), 53-64.
  
  Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50-72. https://doi.org/10.1017/S0267190515000094
  
  Price, M., Handley, K., & Millar, J. (2011). Feedback: Focusing attention on engagement. Studies in Higher Education, 36(8), 879-896. https://doi.org/10.1080/03075079.2010.483513
  
  Rowe, A. D. (2017). Feelings about feedback: The role of emotions in assessment for learning. In D. Carless, S. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up assessment for learning in higher education. The enabling power of assessment (Vol. 5; pp. 159-172). Springer. https://doi.org/10.1007/978-981-10-3045-1_11
  
  Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535-550. https://doi.org/10.1080/02602930903541015
  
  Saeed, M. A., Al Qunayeer, H. S., & Al-Jaberi, M. A. (2021). Exploring supervisory feedback formulation on academic writing of research proposals and postgraduates’ responses to feedback: A case study. SAGE Open, 11(2). https://doi.org/10.1177/21582440211007125
  
  Saeli, H., & Cheng, A. (2019). Student writers’ affective engagement with grammar-centred written corrective feedback: The impact of (mis)aligned practices and perceptions. Canadian Journal of Applied Linguistics, 22(2), 109-132. https://doi.org/10.7202/1065058ar
  
  Shi, Y. (2021). Exploring learner engagement with multiple sources of feedback on L2 writing across genres. Frontiers in Psychology, 12, Article 758867. https://doi.org/10.3389/fpsyg.2021.758867
  
  Skinner, E. A., & Pitzer, J. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 21-44). Springer. https://doi.org/10.1007/978-1-4614-2018-7_2
  
  Storch, N., & Wigglesworth, G. (2010). Learners processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32(2), 303-334. https://doi.org/10.1017/S0272263109990532
  
  Stracke, E., & Kumar, V. (2016). Exploring doctoral students’ perceptions of language use in supervisory written feedback practices - Because “feedback is hard to have.” Australian Review of Applied Linguistics, 39(2), 122-138. https://doi.org/10.1075/aral.39.2.02str
  
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  Sun, X., & Trent, J. (2020). Promoting agentive feedback engagement through dialogically minded approaches in doctoral writing supervision. Innovations in Education and Teaching International, 59(4), 387-397. https://doi.org/10.1080/14703297.2020.1861965
  
  Svalberg, A. M.-L. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3-4), 242-258. https://doi.org/10.1080/09658410903197264
  
  van Tienoven, T. P., Glorieux, A., Minnen, J., te Braak, P., & Spruyt, B. (2022). Are graduate students locked down? PhD students’ satisfaction with supervision during the first and second COVID-19 lockdown in Belgium. PLoS ONE, 17(5), Article e0268923. https://doi.org/10.1371/journal.pone.0268923
  
  Värlander, S. (2008). The role of students’ emotions in formal feedback situations. Teaching in Higher Education, 13(2), 145-156. https://doi.org/10.1080/13562510801923195
  
  Wang, L., & Lee, I. (2021). L2 learners’ agentic engagement in an assessment as a learning-focused writing classroom. Assessing Writing, 50, Article 100571. https://doi.org/10.1016/j.asw.2021.100571
  
  Xu, L. (2017). Written feedback in intercultural doctoral supervision: A case study. Teaching in Higher Education, 22(2), 239-255. https://doi.org/10.1080/13562517.2016.1237483
  
  Xu, L., & Hu, J. (2020). Language feedback responses, voices, and identity (re)construction: Experiences of Chinese international doctoral students. Innovations in Education and Teaching International, 57(6), 724-735. https://doi.org/10.1080/14703297.2019.1593214
  
  Xu, L., Teng, L. S., & Cai, J. (2021). Feedback engagement of Chinese international doctoral students. Studies in Continuing Education, 43(1), 119-135. https://doi.org/10.1080/0158037X.2020.1718634
  
  Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297. https://doi.org/10.1080/13562517.2012.719154
  
  Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200. https://doi.org/10.1016/j.jslw.2006.09.004
  
  Young, K. A. (2005). Direct from the source: The value of “think-aloud” data in understanding learning. Journal of Educational Enquiry, 6(1), 19-33.
  
  Yu, S., & Jiang, L. (2020). Studies in continuing education doctoral students ’ engagement with journal reviewers ’ feedback on academic writing. Studies in Continuing Education, 44(1), 87-104. https://doi.org/10.1080/0158037X.2020.1781610
  
  Yu, S., Zhang, Y., Zheng, Y., Yuan, K., & Zhang, L. (2018). Understanding student engagement with peer feedback on master’s theses: A Macau study. Assessment and Evaluation in Higher Education, 44(1), 50-65. https://doi.org/10.1080/02602938.2018.1467879
  
  Zhang, F., Schunn, C., Chen, S., Li, W., & Li, R. (2023). EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes, 64, Article 101255. https://doi.org/10.1016/j.jeap.2023.101255
  
  Zhang, Z. (2017). Student engagement with computer-generated feedback: A case study. ELT Journal, 71(3), 317-328. https://doi.org/10.1093/elt/ccw089
  
  Zhang, Z. (2020). Learner engagement and language learning: A narrative inquiry of a successful language learner. The Language Learning Journal, 50(3), 378-392. https://doi.org/10.1080/09571736.2020.1786712
  
  Zhang, Z., & Hyland, K. (2018). Student engagement with the teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. https://doi.org/10.1016/j.asw.2018.02.004
  
  Zhang, Z., & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51, Article 100586. https://doi.org/10.1016/j.asw.2021.100586
  
  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. https://doi.org/10.1016/j.asw.2018.03.001
  
  Zheng, Y., Yu, S., & Liu, E. Z. F. (2020). Understanding individual differences in lower proficiency students’ engagement with teacher written corrective feedback. Teaching in Higher Education, 28(2), 301-321. https://doi.org/10.1080/13562517.2020.1806225
  
  Zheng, Y., Yu, S., Wang, B., & Zhang, Y. (2020). Exploring student engagement with supervisor feedback on master’s thesis : Insights from a case study. Innovations in Education and Teaching International, 57(2), 186-197. https://doi.org/10.1080/14703297.2019.1617181