Narratives of Two Indonesian Lecturers about Challenges of Writing an Undergraduate EFL Thesis

Yustinus Calvin Gai Mali

Abstract


The literature has overwhelmingly explained challenges in writing the undergraduate thesis from students’ perspectives. Yet, there is a scarcity of research that presents the perspectives of thesis supervisors about the challenges experienced by their EFL students and, at the same time, on possible solutions to solve them. This qualitative study presented two English as a Foreign Language (EFL) lecturers’ narratives on challenges EFL students experienced when writing their undergraduate thesis and on solutions to deal with those challenges. The research data was collected through a reflective essay written by the lecturers, who then met in an online synchronous meeting to discuss what they wrote in the essay. While the data analysis communicated various things, the students’ challenges in writing their undergraduate thesis were commonly about finding a research topic, writing the literature review, and using various academic vocabulary. In light of the results, possible solutions to solve the challenges, practical recommendations for EFL thesis writing and teaching activities, and guiding questions for further research were presented. This study should benefit EFL thesis supervisors to reflect on their own experiences, find areas for improvement and enhance their thesis supervisory practices. This study also hopes to benefit EFL students who wish to learn practical strategies to progress with their undergraduate thesis.

Keywords


Undergraduate Thesis Writing; Reflections; English Writing Challenges; English Writing Strategies

Full Text:

PDF

References


Alharbi, M. A. (2019). EFL university students’ voice on challenges and solution in learning academic writing. Indonesian Journal of Applied Linguistics, 8(3), 576–587. https://doi.org/10.17509/ijal.v8i3.15276

Alsied, S. M., & Ibrahim, N. W. (2017). Exploring challenges encountered by EFL Libyan learners in research teaching and writing. IAFOR Journal of Language Learning, 3(2), 143–158. https://doi.org/10.22492/ijll.3.2.06

Al-Tamimi, A., & Shuib, M. (2009). Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies, 9(2), 29–55. http://journalarticle.ukm.my/2306/

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. A. (2019). Introduction to research in education (10th ed.). Cengage.

Altınmakas, D., & Bayyurt, Y. (2019). An exploratory study on factors influencing undergraduate students’ academic writing practices in Turkey. Journal of English for Academic Purposes, 37, 88–103. https://doi.org/10.1016/j.jeap.2018.11.006

Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207-213. https://doi.org/10.2307/3588331

Bian, X., & Wang, X. (2016). Chinese EFL undergraduates’ academic writing: Rhetorical difficulties and suggestions. Indonesian Journal of Applied Linguistics, 6(1), 20–29. https://doi.org/10.17509/ijal.v6i1.2645

Bloomberg, L. D., & Volpe, M. (2019). Completing your qualitative dissertation: A road map from beginning to end (4th ed.). SAGE Publications, Inc.

Bram, B. (2012). Learners’ language challenges in writing English. Celt: A Journal of Culture, English Language Teaching & Literature, 12(1), 1–15. http://journal.unika.ac.id/index.php/celt/article/view/1

Cai, L. J. (2013). Students’ perceptions of academic writing: A needs analysis of EAP in China. Language Education in Asia, 4(1), 5–22. https://doi.org/10.5746/leia/13/v4/i1/a2/cai

Campbell, A., McNamara, O., & Gilroy, P. (2004). Practitioner research and professional development in education. Sage Publications, Inc.

Diasti, K. S., & Mbato, C. L. (2020). Exploring undergraduate students’ motivation-regulation strategies in thesis writing. Language Circle: Journal of Language and Literature, 14(2), 176–183. https://doi.org/10.15294/lc.v14i2.23450

Egbert, J., & Sanden, S. (2015). Writing education research: Guidelines for publishable scholarship. Routledge.

Egbert, J., & Sanden, S. (2020). Foundations of education research: Understanding theoretical components (2nd ed.). Routledge.

Farid, M. F., & Akhter, M. (2017). Causal attribution beliefs of success and failure: A perspective from Pakistan. Bulletin of Educational and Research, 39(3), 105–115. https://files.eric.ed.gov/fulltext/EJ1210272.pdf

Farrell, T. (2001). Critical friendships: Colleagues helping each other develop. ELT Journal, 55(4), 368–374. http://www.reflectiveinquiry.ca/wp-content/uploads/2021/05/Farrell-ELTJ-2001.pdf

Farrell, T. S. C. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Corwin Press.

Farrell, T. S. C. (2016). The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223–247. https://doi.org/10.1177/1362168815617335

Farrell, T., & Jacobs, G. (2016). Practicing what we preach: Teacher reflection groups on cooperative learning. The Electronic Journal for English as a Second Language, 19(4), 1–9. http://www.tesl-ej.org/pdf/ej76/a5.pdf

Fletcher, J. K., & Ragins, B. R. (2007). Stone Center relational cultural theory: A window on relational mentoring. In B. R. Ragins & K. E.

Kram (Eds.), The handbook of mentoring at work: Theory research and practice (pp. 373-399). SAGE Publications.

Gemmel, J. C. (2003). Building a professional learning community in pre-service teacher education: Peer coaching and video analysis (UMI No. 3078685) [Doctoral dissertation, University of Massachusetts Amherst]. ProQuest Dissertations Publishing.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education Limited.

Holden, G. (1997). “Challenge and support”: The role of the critical friend in continuing professional development. The Curriculum Journal, 8(3), 441–453. https://doi.org/10.1080/0958517970080307

Horowitz, D. (1989). The undergraduate research paper: Where research and writing meet. System, 17(3), 347-357 https://doi.org/10.1016/0346-251X(89)90007-9

Hunter, C. A., Ortloff, D. H., & Wagner, W. R. (2014). Out of our comfort zones: Reflections about teaching qualitative research at a distance. The Qualitative Report, 19(45), 1–24. https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1112&context=tqr

Husin, M. S., & Nurbayani, E. (2017). The ability of Indonesian EFL learners in writing academic papers. Dinamika Ilmu, 17(2), 237–250. https://doi.org/10.21093/di.v17i2.725

Li, M. (2012). Use of Wikis in second/ foreign language classes: A literature review. CALL-EJ, 13(1), 17–35. http://callej.org/journal/13-1/Li_2012.pdf

Mali, Y. C. G., & Salsbury, T. L. (2022). An associate professor and a doctoral student learn from each other: Critical friendship. Electronic Journal of Foreign Language Teaching, 19(1), 52–68. https://doi.org/https://doi.org/10.56040/msaa1914

Moradkhani, S. (2019). EFL teachers’ perceptions of two reflection approaches. ELT Journal, 73(1), 61–71. https://doi.org/10.1093/elt/ccy030

Nguyen, H. T. M., & Ngo, N. T. H. (2018). Learning to reflect through peer mentoring in a TESOL practicum. ELT Journal, 72(2), 187–198. https://doi.org/10.1093/elt/ccx053

Nunan, D., & Choi, J. (2011). Shifting sands: The evolving story of “voice” in qualitative research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol.II) (pp.222-236). Routledge.

Puzio, K., Newcomer, S., Pratt, K., McNeely, K., Jacobs, M., & Hooker, S. (2017). Creative failures in culturally sustaining pedagogy. Language Arts, 94(4), 223–233. http://callej.org/journal/13-1/Li_2012.pdf

Rarieya, J. F. A. (2005). Reflective dialogue: What’s in it for teachers? A Pakistan case. Journal of In-Service Education, 31(2), 313–335. https://www.tandfonline.com/doi/abs/10.1080/13674580500200281

Reynolds, J. A., & Thompson, R. J. (2011). Want to improve undergraduate thesis writing? Engage students and their faculty readers in scientific peer review. CBE Life Sciences Education, 10(2), 209–215. https://doi.org/10.1187/cbe.10-10-0127

Smith, M. G. (2019). A video-mediated critical friendship reflection framework for ESL teacher education. The Electronic Journal for English as a Second Language, 23(1), 1–18.

Thorgersen, C. F. (2014). Learning among critical friends in the instrumental setting. National Association for Music Education, 32(2), 60–67. https://doi.org/10.1177/8755123314521032

Vo, L. T., & Nguyen, H. T. M. (2010). Critical friends group for EFL teacher professional development. ELT Journal, 64(2), 205–213. https://doi.org/10.1093/elt/ccp025

Walsh, S., & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal, 69(4), 351–362. https://doi.org/10.1093/elt/ccv018

Wang, X., & Yang, L. (2012). Problems and strategies in learning to write a thesis proposal: A Study of six M.A. students in a TEFL program. Chinese Journal of Applied Linguistics, 35(3), 324–341. https://doi.org/10.1515/cjal-2012-0024

Yeh, C. C. (2009). Student perceptions of an EFL undergraduate research writing project. RELC Journal, 40(3), 314–332. https://doi.org/10.1177/0033688209343863




DOI: https://doi.org/10.18196/ftl.v8i1.17551

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Yustinus Calvin Gai Mali

 

 

 

Address

Journal of Foreign Language Teaching and Learning

KH. Ibrahim Building (E6), 1st Floor, Universitas Muhammadiyah Yogyakarta

Jalan Brawijaya, Tamantirto, Kasihan, Bantul, Yogyakarta, 55183

Phone: +62 274 387656, ext. 447

Email: journalfltl@gmail.com

E-ISSN: 2580-2070

---------------------------------------------------------------------------------------

 

Creative Commons License
Journal of Foreign Language Teaching and Learning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.