VietTESOL International Convention 2026

This study explores the challenges encountered in undergraduate thesis supervision and how dialogic feedback supports students’ thesis writing skills. Using a qualitative multiple case study, the research involved four supervisors and six students in an English education context. Data were collected through semi-structured interviews, reflective journals, and students’ multiple thesis drafts, and were analyzed thematically. The findings show that undergraduate students' challenges were categorized as feeling inadequate to respond in dialogue and as worrying about exposing weaknesses. On the other hand, dialogic feedback practices promoted students’ thesis-writing skills, which were categorized into critical thinking, research skills, and academic writing. The undergraduate students demonstrate that they were able to identify a research gap to be filled, present a logical interpretation, select relevant literature and methodology, and use topic sentences, linking words, and precise academic vocabulary. The study highlights that dialogic feedback provides an interactive discussion space that scaffolds students' thesis supervision. The findings underscore the importance of interactive exchange in supporting undergraduate thesis completion.