Navigating Authority and Dialogue: An Engagement Analysis of Academic Setting Discourse

Abstract

In undergraduate thesis defenses, academic discussion involves finding a balance between showing expertise and encouraging open conversation. Participants need to present their ideas confidently while remaining open to feedback and new perspectives. This study looks at how monoglossic and heteroglossic language is used during thesis defenses. Using Martin and White's Appraisal Theory, it explores how examiners and students manage power dynamics through their language choices. The research focuses on one English Education thesis defense with three examiners and one student, analyzing how each person uses language to show authority and keep the discussion academic. The findings show that examiners often use questions and suggestions to open up discussion, while students use more certain statements when presenting but become more flexible in their language when answering questions. The study finds that power relationships shape these language choices, and that institutional hierarchy affects how people interact. These results highlight challenges in academic socialization and suggest ways to improve thesis supervision and preparation in universities.