LAUSR

Abstract This study aims to explore undergraduates’ perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both benefits and challenges of exemplar-based discussion, which depends largely on the quality of the dialogic feedback. Three patterns of response were identified in the discussion: no response, moderate response and active response. Three factors influenced their responses: personal qualities, the availability of a supportive environment and teacher scaffolding. Reconceptualisation of feedback and pedagogical implications are discussed.