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All Journal EMARA : Indonesian Journal of Architecture IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan Script Journal: Journal of Linguistic and English Teaching EDUVELOP (Journal of English Education and Development) IRJE (Indonesian Research Journal in Education) MITRA: Jurnal Pemberdayaan Masyarakat Jurnal Ilmiah Tarbiyah Umat Nekton LETS: Journal of Linguistics and English Teaching Studies Online Learning in Educational Research International Journal of Agriculture System Studies in English Language and Education Panrita Inovasi: Jurnal Pengabdian Kepada Masyarakat Beru'-beru': Jurnal Pengabdian kepada Masyarakat Jurnal Tarreang: Tren Pengabdian Masyarakat Agrokompleks
Muhammad Aswad
Universitas Sulawesi Barat
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Questioning the Promise of Dialogic Feedback: Engagement Challenges Across Proficiency Levels in EFL Writing Nur Fadillah Nurchalis; Nurdin Noni; Geminastiti Sakkir; Amra Ariyani; Muhammad Aswad
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2477

Abstract

Background: Although dialogic feedback has received increasing attention in EFL writing research, little is known about whether students with different proficiency levels experience similar engagement challenges during dialogic feedback. This study aims to explore the engagement challenges experienced by low-proficiency and intermediate-proficiency EFL students. Methodology: This study employed a qualitative multiple-case study design involving six undergraduate EFL students at an Indonesian public university. Participants were purposively selected based on their proficiency levels from an in-house essay diagnostic test assessed using the IELTS Writing Task 2 band scale (1–9). Students scoring below Band 3 were classified as A1 (low proficiency), while those scoring Band 4–5 were classified as B1 (intermediate proficiency). Three students from each group were selected to form two contrasting cases. Data were collected through semi-structured interviews and analysed thematically using within-case and cross-case comparisons. Findings: The findings revealed both shared and proficiency-specific engagement challenges among the six participants. Both low-proficiency and intermediate-proficiency students experienced unclear feedback, revisions limited to lecturer corrections, and low self-confidence. However, low-proficiency students also faced dependence on lecturer authority, difficulty transferring feedback to future writing tasks, limited clarification-seeking, inadequate preparation, and greater fear and anxiety during feedback interactions. In contrast, intermediate-proficiency students mainly experienced inconsistent clarification-seeking, anxiety related to extensive revisions, and sensitivity to lecturers’ attitudes and appreciation. Conclusion: The findings suggest that engagement challenges during dialogic feedback vary across proficiency levels. Common challenges were evident in both groups, whereas proficiency-specific challenges reflected differences in students’ experiences and support needs. Therefore, dialogic feedback should be adapted to accommodate these differences in order to promote more effective student engagement. Originality: This study contributes to the dialogic feedback literature by providing insights into engagement challenges during dialogic feedback interactions among low- and intermediate-proficiency EFL students in an Indonesian higher education context. It extends previous proficiency-based research by highlighting how students at different proficiency levels experience and navigate challenges in dialogic feedback.
Co-Authors Abd. Haris Abdul Hakim Yassi Ahmed Sardi Akhsan Akhsan Amra Ariyani Anwar Sewang Anwar Sewang Anwar Sulili Chairul Mahfud Darman Manda Manda Fajriani Fajriani Geminastiti Sakkir Harlinah Sahib Herman Herman Hizmi, Surayyal Ikrar Taruna Syah Iqbal Arifin Irma Yulia Madjid Kartika Hajati Marhaeni Sabil Masrwati Masrawati Muh. Ansar Muhammad Arsyad Nawawi Nawawi Nur Adyla S Nur Fadillah Nurchalis Nurchalis, Nur Fadillah Nurdin Noni Nurdina Rasjid Nurgadima Djalaluddin Nurlaela Oky Nur Pratiwi Johansyah Paramitha, Dyan Putri Rizkiyah Putri, Andi Mega Januarti Putu Wahyu Sudewi Rafiqa Rafiqa Rahma Khaerati Rahmaniah HM. Rahmat Januar Noor Rahmawati Ning Utami Reski, Reski Royanow, Achlan Fahlevi Rusdiah Wahyuni Sakka Waode Hanafiah Zeinab Azizi