Monologue or Dialogue? Oral Feedback Experiences of Students and Supervisors During Undergraduate Research

Effective feedback provides information to both students and educators about the goals they need achieve, students’ current performance understanding in relation goals, next activities or be achieved make better progress. Despite its significance as a catalyst enhance learning, may not always fulfill true potential. Specifically, telling where educator takes central role process has been identified problematic insufficient promote self-regulation. Following qualitative case study design, this paper explores oral experiences of undergraduate their supervisors during research projects. Data were collected using audio-recorded attended observations supervision meetings four student-supervisor dyads. Findings from present revealed that had limited view therefore unable harness potential for The uniqueness lies representations authentic verbal exchanges. It also demonstrates although there are opportunities engage interactions, these do necessarily lead dialogic exchanges between two parties.