Bilingual feedback and translanguaging in online EFL mentoring: mediating academic writing for undergraduate theses
This qualitative study investigates a teacher’s use of Indonesian (L1) and English (the target language) in providing feedback to undergraduate students writing their theses as partial fulfillment of a bachelor’s degree in education. It explores the types of feedback provided and the contexts in whi...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2510010 |
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| Summary: | This qualitative study investigates a teacher’s use of Indonesian (L1) and English (the target language) in providing feedback to undergraduate students writing their theses as partial fulfillment of a bachelor’s degree in education. It explores the types of feedback provided and the contexts in which the teacher switches between languages. Conducted at a private university in Indonesia, the study draws on two recorded thesis mentoring sessions to identify patterns of language use in feedback practices. In addition, an interview with the teacher was conducted to gain insight into her language choices. One senior lecturer and two students participated in the study. The recordings were analyzed to identify the types of feedback and instances of language switching. Data were recursively examined using thematic analysis, which involved two rounds of coding: an inductive, open coding approach followed by categorization of emerging patterns. The findings reveal that the teacher provided both oral and written feedback for two primary purposes: to assess coherence in students’ writing and to support their understanding of key concepts. The results highlight how strategic language use (languaging) can serve as an effective pedagogical tool in academic writing mentoring, promoting coherence, clarity and student engagement. |
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| ISSN: | 2331-186X |