<![CDATA[Supervisory feedback is widely regarded as the most influential support in thesis writing, yet little is known about when Indonesian EFL students actually receive it, from whom, and how they use it. This study examines the timing, sources and uptake of feedback in thesis writing among Indonesian EFL students at undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Feedback was strongly end-loaded: 10 of 22 respondents received it only after completing a full draft, two only after their examination, and one within a week of submitting a draft, while 7 received it weekly. Advisors were the dominant source (20 of 23), followed by peers (12 of 23), with writing centres rarely involved (3 of 23). Students rated feedback as very useful across language, style, structure and content (means 4.09 to 4.27 on a 1-to-5 scale), rated advisor feedback the most effective support (M = 4.45), and reported implementing it often or always (20 of 22). Interviews revealed that effective feedback was specific, focused and helped students narrow their ideas, whereas inconsistent direction across meetings frustrated them and led some to comply rather than understand. When asked what would help most, students requested clear, specific, formative feedback, more frequent and flexible access, and encouragement rather than criticism. The findings suggest a paradox of high uptake under low frequency and point to staged feedback cycles as a practical improvement to thesis supervision.]]>
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