Research on supervisory feedback on master’s theses, especially attitudinal stances conveyed in such feedback, is thin on the ground. Students’ construal of their supervisors’ attitudes, however, can have a profound impact on their engagement with supervisory feedback. Drawing on the appraisal framework, which characterizes attitudinal meanings in terms of affect (i.e., emotional responses), judgement (i.e., normative evaluation of human behaviors) and appreciation (i.e., aesthetically-/socially-based evaluation of objects and products), this study examined Nepalese supervisors’ attitudinal stances communicated in written comments on master’s thesis drafts (n = 76) submitted by English-as-a-foreign-language students and oral feedback on proposal and thesis defences (n = 89). Quantitative analyses revealed that while instances of appreciation dominated in the supervisors’ use of evaluative language, judgements were also frequent, with affective responses trailing far behind. In both the oral feedback and written comments, significant disciplinary variations were observed for certain types of judgment and appreciation. These findings are discussed in terms of disciplinary culture and the potential impact of the attitudinal stances on students’ learning. Implications are derived for the productive framing of supervisory feedback to facilitate students’ feedback uptake.

对硕士论文的监督反馈的研究，尤其是在反馈中表达的态度立场，在地面上是薄弱的。然而，学生对主管态度的理解可能会对他们对主管反馈的参与产生深远影响。利用评估框架，该框架以情感（即情感反应），判断（即人类行为的规范评估）和欣赏（即基于审美/社会学的对象和产品评估）来表征态度的含义，这项研究调查了以英语作为外国语言的学生就硕士论文草稿（n = 76）提出书面评论时传达的尼泊尔主管的态度立场，以及对提案和论文答辩的口头反馈（n= 89）。定量分析表明，尽管欣赏实例在主管使用评价语言的过程中占主导地位，但判断也很频繁，而情感反应却远远落后。在口头反馈和书面评论中，对于某些类型的判断和欣赏，都观察到明显的学科差异。将根据学科文化以及态度立场对学生学习的潜在影响来讨论这些发现。产生了对监督反馈的有效框架的暗示，以促进学生对反馈的吸收。