The Impact of Thesis Feedback on Doctoral Students’ Academic Writing: A Social Practice-Oriented Phenomenological Study

Abstract

This study explored the experiences of English as a Foreign Language (EFL) doctoral students regarding the impact of supervisors’ feedback on their academic writing, framing academic writing as a socially situated practice shaped by interaction and institutional dynamics. We employed an interpretative phenomenological research design within a qualitative approach, and using purposive sampling, we interviewed five doctoral students from the Department of English Language Teaching at a private university in Northern Cyprus, Türkiye. The data, analysed thematically, revealed a wide range of perceptions among participants.  From the social practice theory lens, some participants expressed satisfaction with the developmental role of supervisory feedback, others reported dissatisfaction due to limited interaction, lack of dialogic engagement, and the perceived quality of feedback. These findings suggest that thesis feedback is not merely a pedagogical tool but a socially mediated practice that deeply influences students’ academic writing trajectories, their confidence in navigating academic conventions, and integration into the academic community. This study contributes to a deeper understanding of the supervision process and the broader social practices that shape EFL academic writing, with particular attention to its relational and contextual dimensions.