Researching feedback dialogue: an interactional analysis approach

Ajjawi, Rola and Boud, David ORCID logoORCID: (2017) Researching feedback dialogue: an interactional analysis approach. Assessment and Evaluation in Higher Education, 42 (2) . pp. 252-265. ISSN 0260-2938 [Article] (doi:10.1080/02602938.2015.1102863)

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A variety of understandings of feedback exist in the literature, which can broadly be categorised as cognitivist information transmission and socio-constructivist. Understanding feedback as information transmission or ‘telling’ has until recently been dominant. However, a socio-constructivist perspective of feedback posits that feedback should be dialogic and help to develop students’ ability to monitor, evaluate and regulate their learning. This paper is positioned as part of the shift away from seeing feedback as input, to exploring feedback as a dialogical process focusing on effects, through presenting an innovative methodological approach to analysing feedback dialogues in situ. Interactional analysis adopts the premise that artefacts and technologies set up a social field, where understanding human–human and human–material activities and interactions is important. The paper suggests that this systematic approach to analysing dialogic feedback can enable insight into previously undocumented aspects of feedback, such as the interactional features that promote and sustain feedback dialogue. The paper discusses methodological issues in such analyses and implications for research on feedback.

Item Type: Article
Research Areas: A. > Work and Learning Research Centre
Item ID: 21398
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment and Evaluation in Higher Education on 29/10/2015, available online:
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Depositing User: Louis Van Baelen
Date Deposited: 22 Feb 2017 14:44
Last Modified: 29 Nov 2022 21:11

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