INTRODUCTION
Rationale
The demand for TESOL MA programs in Vietnam has surged due to an increasing number of Vietnamese teachers of English pursuing advanced degrees (Nguyen & Pramoolsook, 2015) These programs require candidates to hold an undergraduate degree in Applied Linguistics/TESOL and to pass an entrance examination that assesses methodology in English language teaching, English proficiency, and proficiency in a second language such as Japanese, Chinese, French, or Korean To earn the MA degree, students must complete 18 core units covering topics like Philosophy, Research in Language Education, and Academic Writing, along with a thesis Assessments typically involve assignments of at least 2,000 words and group presentations Academic writing poses significant challenges for both graduate and postgraduate students (Al Badi, 2015; Al Fadda, 2012; Ankawi, 2015), with thesis writing being particularly daunting for many TESOL MA students (Al-Zubaidi, 2012; Arkoudis & Tran, 2007; Singh).
In 2016, it was highlighted that thesis writing presents challenges for both native and non-native English speaking students, as noted by Nguyen (2017) Therefore, it is crucial to explore the specific difficulties faced by TESOL MA students in their thesis writing process.
Recent studies have highlighted the challenges faced by postgraduate students in writing theses within ESL and EFL contexts, revealing issues such as lack of knowledge, funding, experience, confidence, and the influence of cultural backgrounds (Bushesha et al., 2012; Ekpoh, 2016; Komba, 2015; Matin & Khan, 2017; Wang & Li, 2008) While some research has focused on specific sections of theses (Bitchener & Basturkmen, 2006; Qian & Krugly-Smolska, 2008), the overall difficulties encountered by students, particularly Vietnamese TESOL MA students, have been largely overlooked (Nguyen & Pramoolsook, 2014a,b, 2015) Furthermore, there is a lack of research addressing thesis supervisors' perceptions of the challenges faced by these students This study aims to fill that gap by exploring the difficulties in thesis writing from both MA students' and supervisors' perspectives in a TESOL program at a Vietnamese university.
Significance of the study
This study investigates the challenges faced by Vietnamese TESOL MA students in thesis writing The findings aim to enhance the understanding of TESOL program teachers, developers, and coordinators regarding these challenges Additionally, the research offers significant pedagogical insights for the design and execution of TESOL programs Consequently, implementing workshops and formal training sessions led by TESOL instructors and supervisors can help students overcome these difficulties.
Research aims and questions
The present study aims to examine the difficulties in thesis writing perceived by TESOL MA students and supervisors at a Vietnamese university The study answers the following research questions:
1 What difficulties did TESOL Master students encounter in thesis writing?
2 What factors did they think affected their difficulties?
3 What difficulties did supervisors think their MA students encountered?
4 What factors did supervisors think caused such difficulties?
Research scope
This study investigates the challenges faced by TESOL MA students in thesis writing, focusing specifically on participants enrolled in a TESOL MA program at a university in Central Vietnam.
Organization of the research
Chapter 2 is dedicated to a review of the relevant literature Chapter 3 describes the research methodology employed in the current study, which involved questionnaires and semi-structured interviews with TESOL MA students and supervisors Chapter 4 reports and discusses the key findings The final chapter summarizes main findings, discusses the implications of these findings and the limitations of the research.
LITERATURE REVIEW
Academic writing in English
Academic writing is a vital skill for EFL and ESL postgraduate students, serving as a key method for assessing their knowledge in higher education It allows students to express the knowledge they acquire in their specific fields According to Fukao and Fujii (2001, as cited in Ankawi, 2015), academic writing requires skills such as gathering information, paraphrasing, summarizing references, organizing ideas, and proofreading Al-Fadda (2012) emphasizes that postgraduate students must be able to evaluate and synthesize the ideas of other researchers while developing their own voice to succeed in academic writing.
Academic writing enables students to showcase their arguments and critical thinking, as emphasized by Irvin (2010), who stated that "academic writing is an argument." It goes beyond simply expressing ideas; students must substantiate their opinions with researched evidence Success in academic writing hinges on vocabulary choice, grammar, citation, and cohesion Turner (2011) highlighted the importance of logical structure, clarity, and conciseness in academic writing, which are essential for effective communication Proper grammar is also crucial, as noted by Coxhead (2011), to ensure that messages are conveyed accurately to readers Both native and non-native speakers face challenges in academic writing, particularly MA students who must complete a thesis, which can be daunting for them and their supervisors (Matin & Khan, 2017) Thus, exploring the difficulties in thesis writing experienced by MA students and their supervisors is essential, as discussed in the following section.
Thesis writing
At the postgraduate level in Vietnam, students must produce a thesis as part of their MA degree requirements This thesis is a research report that adheres to a specific format and organizational structure (Dwihandini et al., 2013) According to Harding (2004, as cited in Dwihandini et al., 2013), writing a thesis involves conducting research and documenting the research process Essentially, thesis writing serves as a formal means for researchers to present their findings in written form.
Thesis writing, while akin to other forms of research writing, possesses unique characteristics that set it apart (Paltridge, 2002) As Nguyen (2017) notes, the MA thesis serves as a genre aimed at demonstrating the value of a degree to advisors, examiners, and the committee, who represent the intended audience within the discourse community This process can be particularly daunting for MA TESOL students, as thesis writing entails specific functions and requirements that differ from their primary field of study (Nguyen, 2017) The following section will examine previous research pertinent to this study.
Previous studies
2.3.1 Academic writing difficulties international students encounter while studying overseas
The increasing number of students from non-native English-speaking countries pursuing education abroad has led to significant challenges in their academic studies, particularly in areas such as writing, reading, listening, and speaking (Turner, 2011, as cited in Ankawi, 2015) Research indicates that academic writing poses the greatest difficulties, including issues related to plagiarism, inadequate writing skills, and improper use of vocabulary (AlFadda, 2011; Ankawi, 2015; Bushesha et al., 2012; Matin & Khan, 2017; Mousavi & Kashefian-Naeein, 2011; Shabanza, 2013; Wang & Li, 2008) A study by Zhang and Mi (2010) involving 40 Chinese students at eight Australian universities revealed that 94% of participants found English writing to be the most challenging skill, despite having studied in Australia for two years.
(2012) used semi-structured interviews with 200 international students in
A study on Vietnamese international students in Australia revealed significant challenges in English writing, particularly in grammar, sentence structure, and idea expression (Nguyen & Pennycook, 2018) Research by Wearring et al (2015) confirmed that these students often lacked confidence in their writing abilities Additionally, Phan (2001) highlighted issues with critical thinking and cultural factors that hindered their academic writing The absence of a requirement for referencing in Vietnamese writing contrasted sharply with the strict conventions in English, creating further obstacles Phan also noted that socio-political and educational differences contributed to these writing difficulties Overall, the literature indicates that international students face various challenges while studying abroad.
A study by Campbell and Li (2016) in New Zealand identified writing as the primary challenge for Asian students, stemming from their insufficient understanding of academic conventions such as literature reviews, critical reviews, essays, and research proposals The research highlighted that the duration of university study did not alleviate these difficulties One student expressed a lack of training in essay writing and citations after a year and a half at the university, resulting in lower grades than anticipated Another student struggled to grasp the structural and formatting requirements, indicating that even with a learning handbook, the expectations remained unclear.
Abdulkareem (2013) identified that Arab international students encounter difficulties in sentence structure, vocabulary, spelling, idea expression, and paragraph organization A significant challenge they face is errors in sentence structure Additionally, a study conducted in Malaysia by Al-Zubaidi (2012) supports these findings.
Arab students encounter seven key challenges in their academic journey, including differing academic cultures, negative attitudes toward writing, unfamiliarity with academic writing conventions, limited critical thinking skills, issues with plagiarism, and inadequate writing abilities Furthermore, numerous studies have investigated the language barriers faced by TESOL international students The subsequent section will delve into the specific writing difficulties these students experience while studying in English-speaking countries.
2.3.2 Difficulties MA students encounter in thesis writing in different disciplines while studying overseas
Writing a thesis was found to be difficult for non-native English speaking students (Alsied & Ibrahim, 2017, Bushesha et al., 2012, Chang,
Several studies have highlighted the challenges faced by MA students in different disciplines regarding English language proficiency when writing theses For instance, Qian and Krugly-Smolska (2008) investigated the experiences of four Chinese graduate students in Canada, revealing that they encountered significant linguistic difficulties, particularly in vocabulary and grammar Similarly, Singh (2016) conducted a focus group interview with 70 international graduate students in Malaysia and identified English language proficiency as their primary challenge in writing.
The study highlights that students face significant challenges in writing, particularly in constructing grammatically correct sentences and using appropriate vocabulary Key difficulties include organizing and expressing ideas, as well as linking sentences and paragraphs effectively Singh (2016) notes that students struggle with writing the Literature review chapter due to concerns about plagiarism, often stemming from a lack of understanding of what plagiarism entails Similarly, Srikrai et al (2016) found that non-native English postgraduate students in Thailand encountered issues with field-related terminology and grammar in their academic writing Additionally, they faced challenges in paraphrasing academic sources Bitchener and Basturkmen (2006) revealed that postgraduate students in New Zealand had trouble expressing and connecting ideas in the discussion section of their theses, largely due to a lack of understanding of its purpose, which hindered their ability to relate their findings to existing literature The following section will explore the specific difficulties faced by MA students in TESOL with thesis writing in their home countries.
2.3.3 Academic writing difficulties TESOL students encounter when studying overseas
Phakiti and Li (2011) investigated the challenges faced by 51 TESOL postgraduate students through questionnaires and semi-structured interviews They identified key issues such as plagiarism, understanding academic writing, synthesizing ideas, lacking a personal voice, and linking theory to practice Interestingly, students with high English proficiency often faced more difficulties in academic writing than their peers with lower proficiency levels The authors emphasized that a high IELTS score does not guarantee ease in academic studies, noting that "this TESOL qualification is more than just learning a language" (Phakiti & Li, 2011, p 249) These results align with findings from Campbell and Li's study (2016).
Li (2011) investigated the factors influencing the academic writing challenges faced by Asian TESOL postgraduate students, identifying academic English proficiency as a significant factor The study emphasized that effective academic writing requires students to integrate knowledge from their reading materials This integration necessitates an understanding of academic writing conventions and genres Consequently, Phakiti and Li asserted that variations in academic English proficiency lead to differing levels of academic difficulties.
Motivation plays a crucial role in influencing the academic writing challenges faced by Asian TESOL postgraduate students It is described as the inner psychological energy that drives students to learn and succeed in their studies Consequently, students who experience low motivation and achievement are likely to encounter persistent difficulties in their academic performance.
Al Badi (2015) conducted a small-scale survey involving 20 TESOL postgraduates from four different nationalities: Korean, Chinese, Taiwanese, and others, revealing distinct findings in the field of TESOL.
Omani students studying at a university in Australia face significant challenges in academic writing, particularly in coherence, cohesion, and developing their own voice Their difficulties stem from a lack of experience and understanding of academic writing requirements, as well as the expectations of instructors Similarly, a study by Arkoudis and Tran (2007) on Chinese international students in a Master's of TESOL program revealed that even students from the same cultural background encounter varied writing challenges, including grammatical errors and issues with referencing and critical thinking These challenges are influenced by institutional factors, individual motivation, experiences, and personality traits Despite recognizing academic writing conventions, students often struggle to meet the specific requirements set by their instructors, leading to a disconnect between students' perceived challenges and supervisors' assessments of their writing strengths and weaknesses.
Kho and Muhammad (2013) investigated the academic writing challenges faced by postgraduate TESOL students in Malaysia using open-ended and close-ended questionnaires The findings revealed that students struggled significantly with planning and organizing their writing, often having difficulty articulating their ideas effectively Additionally, they encountered challenges in selecting appropriate language and structuring their work The study highlighted that the interference of their first language negatively impacted their English writing skills Furthermore, it was noted that these students showed a lack of interest in reading academic literature, which is crucial since, as Phakiti and Li (2011) pointed out, reading and writing are interconnected skills, with writing being fundamentally based on what is read.
According to Phakiti and Li (2011), reading is considered input while writing is viewed as output (2004, p 232) However, Kho and Muhammad's study highlights that students often lack interest in reading, which negatively impacts their writing skills.
In 2013, research indicated that TESOL students encountered similar challenges in thesis writing as students from other disciplines, despite their focus on English The following section explores the thesis writing difficulties experienced by MA students across various fields while studying abroad.
2.3.4 Difficulties TESOL MA students encounter in thesis writing in their home countries
Gaps in the literature
TESOL MA students face significant challenges in academic writing, particularly in thesis composition, stemming from issues related to English language proficiency, thesis genre, idea organization, paraphrasing, plagiarism, and critical thinking Previous research has primarily concentrated on difficulties encountered during thesis work in general or within specific chapters, neglecting a comprehensive analysis across all chapters Consequently, it is essential to examine the writing challenges faced by postgraduate students throughout their entire thesis Furthermore, existing literature has largely focused on international students or those outside Vietnam, with a scarcity of studies addressing the specific difficulties of Vietnamese TESOL postgraduate students This study aims to investigate these challenges from the perspectives of both MA students and their supervisors, while also examining the key factors influencing their difficulties The methodology for this research is detailed in the following chapter.
Chapter summary
This chapter reviews the relevant literature on academic and thesis writing, focusing on the writing difficulties faced by international and TESOL students in various contexts It examines research concerning Vietnamese MA TESOL students in Vietnam and highlights the gaps in the existing literature that the current study aims to address.
METHODOLOGY
Data collection tools
In the present study, questionnaire and semi-structured interview were used as the main data collection tools to answer the research questions above
Lalasz et al (2014) highlighted that questionnaires are a cost-effective method for large-scale data collection compared to other procedures Given that participants often balance study and work commitments, online questionnaires offer the flexibility needed for their schedules This approach not only minimizes time and financial costs but also allows for rapid processing through modern computer software (Gillham).
While online questionnaires offer convenience, they also present several challenges The absence of an interviewer makes it difficult to verify participants' identities and limits the complexity of questions, as there is no one available to provide clarifications This can lead to misunderstandings and may cause respondents to lose motivation, resulting in less accurate responses Despite these drawbacks, the questionnaire was meticulously designed to minimize these issues.
This study utilized interviews to explore the challenges faced by EFL postgraduate students in TESOL during their thesis writing, complementing questionnaire findings and identifying influential factors Interviews, as a qualitative method, emphasize respondents' opinions, experiences, and feelings, enriching the data (Dürnyei, 2007) Semi-structured interviews foster two-way communication, enhancing rapport and allowing for the collection of nuanced information, such as emotions, that questionnaires may miss They also enable clarification of complex questions and provide deeper insights into respondents' answers However, this method has limitations, including reliance on the interviewer's skills and potential biases in responses (Adams, 2015) To mitigate these issues, a piloting phase was conducted, and careful planning was employed to avoid leading questions Additionally, concerns about validity were addressed by inviting participants who had recently completed their MA degrees and ensuring their trust through assurances of anonymity and confidentiality (Adams, 2015), thus encouraging open discussions about their writing challenges.
Data collection procedures
The questionnaire consisted of two sections, designed specifically for English teachers who faced no language barriers The first section gathered background information, including participants' age, gender, and English proficiency levels The second section was divided into two parts, focusing on additional relevant topics.
This article explores the experiences of MA students before and during their thesis writing process The initial section, "Before Writing Thesis," consists of 18 survey items aimed at identifying the challenges students face prior to commencing their thesis work It focuses on three key aspects related to thesis genres, informed by previous research (Nguyen, 2017; Nguyen and Pramoolsook, 2014a, b, 2016) The subsequent section includes 50 survey items that address the difficulties encountered during thesis writing, encompassing seven major writing aspects, including general challenges and specific issues within each thesis chapter This part of the questionnaire is also grounded in findings from relevant studies (Abdulkareem, 2013; Al Badi, 2015; Al-Khasawneh, 2010; Arsyad, 2013; Bitchener and Basturkmen, 2006; Bushesha, 2012; Dwihandini et al., 2013; Komba, 2016; Keong and Mussa, 2015; Nguyen and Pramoolsook, 2014a, b, 2015; Qian and Krugly-Smolska, 2008; Rahmat et al., 2017; Shabanza, 2013; Singh, 2016; Srikrai et al., 2016).
Table 3.3 presents the design of the second part of the questionnaire, which includes seven main questions (Questions 1-7), each accompanied by subquestions For instance, Question 1 comprises nine sub-items, labeled Q1.1 to Q1.9 All items in the questionnaire utilize a five-point Likert scale, ranging from 1 (strongly agree) to 5 (strongly disagree).
Table 3.3 Description of the second part of the questionnaire
Questions 1 Academic writing difficulties in thesis writing in general Q.1.1 – 1.9
Questions 2 Difficulties while writing the abstract chapter Q.2.1 – 2.5
Question 3 Academic writing difficulties while writing the
Question 4 Academic writing difficulties while writing the
Question 5 Academic writing difficulties while writing the
Question 6 Academic writing difficulties while writing the
Findings and Discussion chapter Q.6.1 – 6.12 Question 7 Academic writing difficulties while writing the
The reliability of the items in the "During the thesis" section of the questionnaire was analyzed using version 20.0 of the Statistical Package for the Social Sciences (SPSS) The analysis employed Cronbach's Alpha to assess the internal consistency of the items.
Table 3.1 The reliability of the questionnaire
Cronbach's Alpha values of 0.70 or higher are deemed satisfactory for reliability (Fraenkel & Wallen, 2009; Dὄrnyei, 2007) Table 4.1 shows that all questions exceed this threshold, confirming the reliability of the questionnaire items.
The research involved piloting three paper and pencil questionnaires and one online questionnaire in English with four volunteer MA TESOL graduates to evaluate the clarity and organization of the items Following the completion of the questionnaires, interviews were conducted to identify which items to retain or revise All participants reported no issues understanding the instructions or items The original questionnaire included 78 items addressing general difficulties and specific challenges in writing a thesis Post-piloting, several items that did not present difficulties for MA students were removed, and the necessity for a Vietnamese version was deemed unnecessary, as participants had no trouble with the English version The final questionnaire comprised 68 items (see Appendix A).
During the data collection phase of the study, the researcher gathered participants' information, including name, email address, and phone number, from the university's Office of Postgraduate Management Invitations for voluntary participation were sent via various methods such as emails, messages, phone calls, and social networking sites Initially, participants received an email invitation outlining the confidentiality of their responses and their right to withdraw at any time without consequences Along with the invitation, an information sheet and a link to an online questionnaire hosted on Google Docs were provided Due to some participants not reading the email, the researcher followed up with messages and phone calls The online questionnaire was available for two weeks, targeting 50 potential participants, and ultimately received 29 valid responses, including 23 from the online format.
The present study analyzed six paper and pencil questionnaires completed by participants from various high schools in Central Vietnam, comprising 24 females and 5 males The participants took approximately [insert time] to complete the questionnaires.
15 minutes to complete the questionnaire
The initial interview was conducted with four volunteer students who completed the questionnaire in Vietnamese, although their responses were not included in the official analysis The recorded and transcribed interviews were part of a pilot process to identify any potential misunderstandings in the questions Following the pilot interviews, the researcher made adjustments to the interview format, specifically reordering the question regarding the cultural impact on the challenges of thesis writing for MA students, placing it after the question about difficulties encountered in each thesis chapter (refer to Appendix B).
The official interviews were conducted in Vietnamese to facilitate participants' self-expression Out of twenty-nine questionnaire respondents, fifteen individuals (14 females and 1 male) voluntarily participated in the interviews The questionnaire responses guided the interview process, which lasted approximately 20 to 30 minutes each and were recorded with the students' consent for accuracy A total of five face-to-face interviews and ten telephone interviews were conducted, based on the participants' preferences The semi-structured interviews consisted of five key questions.
MA students related to difficulties in thesis writing (see Appendix B)
A lecturer and supervisor of MA students voluntarily participated in a pilot interview conducted in Vietnamese but was later excluded from the official interview Based on her feedback, the initial question regarding the difficulties supervisors faced was removed, as it was deemed too vague for the study's focus The revised interview context centered on the specific challenges that supervisors believed their TESOL MA students encountered in thesis writing.
During the official interview phase, the researcher invited three MA supervisors via email to participate in individual interviews conducted in Vietnamese, each lasting 30 to 45 minutes The interviews, recorded with the lecturers' consent, were held over the phone as per their preference To maintain confidentiality, the supervisors were deidentified and referred to as Supervisor 1, Supervisor 2, and Supervisor 3 The discussions focused on three key questions regarding the challenges faced by MA students in thesis writing (see Appendix C).
Data analysis
Data from the questionnaire was entered into an Excel spreadsheet, where participant names were de-identified using codes The data underwent careful accuracy checks before analysis Descriptive statistics, including means (M) and standard deviations (SD), were calculated for a five-point Likert scale, with frequency counts derived from Microsoft Excel The findings were presented in charts and tables, and mean scores were interpreted using cut-off points recommended by Khorsheed (2018): Low (1 - 2.339), Mid (2.34 - 3.669), and High (3.67 - 5).
Thematic analysis was used with interview data (Braun & Clarke, 2006) Thematic analysis was carried out based on the article of Braun and Clarke
The study involved coding and analyzing individual interviews with MA students and their supervisors to identify emerging themes Initially, the interviews were transcribed verbatim, allowing the researcher to familiarize herself with the data and generate initial thematic ideas The data was then re-evaluated to identify new themes, which were organized and tracked using Excel spreadsheets Each theme was analyzed for its significance and interest Although the analysis was conducted in Vietnamese, only translated excerpts were presented in English due to space constraints, following Yin's (2011) recommendation to include both original language and translations The accuracy of the translations was ensured by a verification process with a Vietnamese EFL teacher.
Validity and Reliability
The researcher dedicated significant effort to ensure the validity and reliability of the study by providing participants with comprehensive information, guaranteeing anonymity and confidentiality to build trust, piloting the questionnaire and interviews, de-identifying participants in the findings, and conducting a meticulous analysis of the data.
Chapter summary
This chapter outlines the methodology of the study, employing both quantitative and qualitative approaches through questionnaires and semi-structured interviews with students and supervisors It also discusses the study's validity and reliability The results and analysis of the findings will be detailed in the following chapter.
FINDINGS AND DISCUSSION
Questionnaire findings
The study involved 29 English teachers from various high schools in Central Vietnam, comprising 24 females and 5 males Among the participants, 15 had 1 to 5 years of teaching experience, 12 had 6 to 10 years, while only 1 each had 11-15 and 16-20 years of experience Additionally, the participants were categorized into four age groups, with 17.2% being 22 years old.
25 years of age More than half of the participants (55.2%) were aged between 25-30 Seven participants (24.1%) were in the 31-34 age group Only one participant (3.4%) was above 35 years old
Out of the sixteen participants, 55.2% demonstrated an upper-intermediate level of English proficiency, while 13.8% had an intermediate level and 31.0% were at an advanced level All participants had taken the IELTS test, with only one scoring 6.0, three scoring 6.5, and six achieving scores of 7.0 or higher Additionally, nineteen participants had not yet taken the IELTS test; among them, 78.9% rated their writing ability as "good," while 21.1% considered their writing skills to be "very good."
4.1.2 Students’ perceptions of difficulties before writing a thesis
This section highlights the challenges faced by students prior to writing their thesis, focusing on issues related to the function, content, and organization of each chapter The findings are presented in Tables 4.1, 4.2, 4.3, and 4.4.
Table 4.1: Students’ perceived writing difficulties before thesis writing (N))
Q1 Perceived difficulties with the function or purpose of:
1.5 the Findings and Discussion chapter 2.72 1.19 1.6 the Conclusion and Implications chapter 2.97 1.09
Q2 Perceived difficulties with the content of:
2.5 the Findings and Discussion chapter 2.38 1.12 2.6 the Conclusion and Implications chapter 2.59 1.18
Q3 Perceived difficulties with the organization of:
3.5 the Findings and Discussion chapter 2.21 1.01 3.6 the Conclusion and Implications chapter 2.83 1.36
The literature review presented challenges in both content (M = 2.24, SD = 0.87) and organization (M = 2.10, SD = 0.82) Similarly, difficulties were noted in the Findings and Discussion chapter, with content rated at (M = 2.38, SD = 1.12) and organization also posing challenges.
In a recent study, 44.8% of students reported that they did not experience difficulties understanding the function of the abstract, while 41.4% acknowledged having difficulty with this aspect Notably, over half of the participants, specifically 62%, disagreed with the notion of encountering challenges in comprehending the abstract's function.
In a survey of students regarding their understanding of thesis chapters, 34.4% reported difficulties with the Introductory chapter, while 37.9% disagreed with facing challenges in the Literature review chapter, although 48.2% acknowledged difficulties For the Methodology chapter, 44.8% experienced difficulties, contrasted by 51.7% who disagreed Additionally, 55.2% of students reported problems with the Findings and Discussion chapter, while 37.9% disagreed Regarding the Conclusion and Implications chapter, 48.2% agreed they encountered issues, compared to 44.8% who disagreed Overall, the findings suggest that students generally did not struggle to understand the functions of each thesis chapter.
Table 4.2 Students’ perceived difficulties with the function of each thesis chapter (N))
Agree Agree Neutral Disagree Strongly disagree
1.1 Difficulties with the function or purpose of the abstract
1.2 Difficulties with the function or purpose of the
1.3 Difficulties with the function or purpose of the
1.4 Difficulties with the function or purpose of the
1.5 Difficulties with the function or purpose of the
1.6 Difficulties with the function or purpose of the
Table 4.3 highlights students' perceptions of difficulties with thesis chapter content Notably, 55.2% of students agreed there were issues with the abstract, while 41.3% disagreed In the Introductory chapter, 44.8% acknowledged difficulties, with 48.2% also agreeing A significant 75.9% reported challenges with the Literature review, contrasted by only 13.8% who disagreed In the Methodology chapter, 51.7% faced content issues, while 44.8% disagreed Remarkably, 72.4% of students found the Findings and Discussion chapter challenging, with only 24.1% disagreeing Lastly, 65.5% expressed difficulties with the Conclusion and Implications chapter, compared to 34.3% who disagreed Overall, students predominantly struggled with the Literature review, Findings and Discussion, and Conclusion and Implications chapters.
Table 4.3 Students’ perceived difficulties with the content of each thesis chapter (N))
Strongly agree Agree Neutral Disagree Strongly isagree
2.1 Difficulties with the content of the abstract
2.2 Difficulties with the content of the Introductory chapter
2.3 Difficulties with the content of the Literature review chapter
2.4 Difficulties with the content of the Methodology chapter
2.5 Difficulties with the content of the Findings and Discussion chapter
2.6 Difficulties with the content of the Conclusion and
Table 4.4 illustrates student perceptions regarding the organizational challenges of each thesis chapter Notably, 14 students (48.2%) disagreed about facing difficulties with the abstract's organization, while 15 students (51.7%) acknowledged experiencing challenges in this area Additionally, issues with organizing the Introductory chapter were also reported by students.
A significant portion of students faced challenges in organizing their thesis chapters While 41.4% of students reported minimal difficulty with the organization of the initial chapter, a surprising 82.7% struggled with the Literature Review chapter Additionally, 55.1% indicated problems with the Methodology chapter, contrasting with 37.9% who felt confident in its organization Notably, 82.7% of students experienced difficulties in the Findings and Discussion chapter, and 58.6% reported challenges with the Conclusion and Implications chapter Overall, it appears that most students were more adept at organizing information in the Literature Review and Findings and Discussion chapters prior to writing their theses.
Table 4.4 Students’ perceived difficulties with the organization of each thesis chapter (N))
Strongly agree Agree Neutral Disagree Strongly disagree
3.1 Difficulties with the organization of the abstract
1 (3.4%) 3.2 Difficulties with the organization of the Introductory chapter
3.3 Difficulties with the organization of the Literature review chapter
3.4 Difficulties with the organization of the
3.5 Difficulties with the organization of the Findings and Discussion chapter
3.6 Difficulties with the organization of the Conclusion and Implications chapter
4.1.3 Students’ perceptions of difficulties while writing a thesis
This section will report findings from students' perceptions of the difficulties they encountered while they were writing each chapter of the thesis and the results are summarized in Table 4.5
Table 4.5 Students perceived difficulties while writing a thesis
Thesis writing presents various challenges, with general difficulties rated at 2.34 Specific struggles include writing the abstract, which has a difficulty rating of 2.43, and crafting the introductory chapter, rated at 2.40 The literature review chapter poses the least difficulty, with a rating of 1.90, while the methodology chapter has a rating of 2.37, indicating notable challenges in this area as well.
Q6 Difficulties related to writing the Findings and Discussion chapter 2.38 0.97
Q7 Difficulties related to writing the Conclusion and Implications chapter 2.86 1.13
According to Table 4.1, most students indicated that they found it easy to understand the function, content, and organization of each chapter prior to writing their thesis However, as shown in Table 4.5, students faced challenges during the actual writing process of each thesis chapter.
4.1.3.1 Student’s perceptions of general difficulties when writing a thesis
The findings from the questionnaire reveal that MA students face significant challenges in using appropriate vocabulary, defining terminology, expressing ideas critically, presenting coherent paragraphs, avoiding plagiarism, and following the writing process These results are summarized in Tables 4.6 and 4.7, as well as Chart 4.1 Conversely, students reported fewer difficulties with grammar, making in-text citations, and compiling reference lists.
A significant majority of students, 17 (58.6%), reported challenges with in-text citations, while only 7 (24.1%) found it less difficult Additionally, 16 students (55.2%) agreed that creating a reference list posed difficulties, contrasting with 13 students (44.8%) who disagreed Interestingly, 13 students (44.8%) also identified grammar usage as a challenge, while an equal number reported no difficulties in this area The following section will delve into students' perceptions of challenges encountered in each chapter of their thesis.
Table 4.6 Students’ perceptions of general writing difficulties related to thesis writing
1 When I was writing my Master thesis in general, I found it difficult to:
1.7 include three steps (planning, writing and revision) in the writing process
Chart 4.1 General difficulties in thesis writing Table 4.7 Students’ perceptions of general writing difficulties (N))
Master thesis in general, I found it difficult to:
(planning, writing and revision) in the writing process
4.1.3.2 Difficulties related to writing the abstract
Students face challenges in writing abstracts, as highlighted in Tables 4.8 and 4.9, and Chart 4.2 Specifically, they struggle to effectively describe study results (M = 2.21, SD = 0.98) and to logically outline the sequence of their methods.
= 2.28, SD = 0.88) and limit the length when writing the abstract (M = 2.38,
Table 4.8 Difficulties related to writing the abstract
2 When I was writing the abstract, I found it difficult to:
2.2 describe a sequence of how/what was done logically 2.28 0.88
2.5 describe the essential results of a paper 2.21 0.98
Chart 4.2 Difficulties related to writing the abstract
In a study, 55.1% of students struggled with avoiding complex sentences, while 27.6% found it manageable Additionally, 48.2% reported difficulties in providing keywords in the abstract, whereas 41.4% did not experience significant challenges in this area.
Table 4.9 Difficulties related to writing the abstract (N))
2 When I was writing the abstract, I found it difficult to:
2.2 describe a sequence of how/what was done logically
2.5 describe the essential results of a paper
4.1.3.3 Difficulties related to writing the Introductory chapter
Interview findings
Fifteen participants who completed the questionnaire also took part in interviews conducted in Vietnamese, as detailed in Chapter 3 The results highlight students' and supervisors' perceptions across six key themes identified in the analysis: English language proficiency (focusing on grammar and vocabulary), thesis writing genre, organization, plagiarism, critical thinking, and access to relevant literature.
4.2.1 English Language Proficiency (Grammar and Vocabulary)
In a recent interview with 15 students, 11 identified a lack of English language proficiency as their primary challenge in academic writing during thesis preparation One participant specifically noted difficulties in using appropriate vocabulary pertinent to her field of study.
Using the appropriate vocabulary in my field of study proved to be a significant challenge during my thesis writing Despite achieving a high IELTS writing score of 7.5, I struggled to select and comprehend specialized terms essential for my work This difficulty led to a considerable amount of time spent on vocabulary choices, hindering my writing process.
Besides, only three students (Student 6, 8, 14) indicated that they had difficulty in using appropriate grammar while writing each chapter One student said:
Initially, I struggled with which tenses to use in different chapters of my work However, after receiving feedback from my supervisor, I reviewed previous studies and guidelines for clarity and direction, which helped me navigate the tense usage more effectively.
The findings indicate that students face challenges in writing their thesis primarily due to language proficiency issues, particularly in vocabulary and grammar Notably, even students with high IELTS writing scores may struggle with academic vocabulary and the correct use of grammar throughout different chapters of their thesis.
Supervisors' perceptions aligned with questionnaire results and student interviews, revealing that three supervisors noted MA students struggled with language, particularly in vocabulary and grammar Two supervisors expressed dissatisfaction with the students' writing due to numerous linguistic errors, which made providing feedback challenging and time-consuming Additionally, one supervisor highlighted that students lacked the ability to effectively express their ideas due to inadequate writing skills, while another commented on the overall language proficiency of the students.
The writing contained numerous grammatical errors, despite my initial reminders to express ideas clearly and use proper grammar at the start of each chapter Unfortunately, the final result was chaotic and disorganized.
The findings revealed that poor writing skills cause difficulties in writing a thesis Supervisors commented the students seemed to struggle a lot with using correct grammar and vocabulary of specialized context
4.2.2 The genre of thesis writing
The challenges of understanding the genre of thesis writing were frequently highlighted during the interviews, particularly concerning language barriers Seven students expressed difficulties in determining the appropriate content for each chapter of their theses One student specifically noted her uncertainty about what to include in the Literature Review chapter without guidance from her supervisor.
I had never written a thesis during my undergraduate studies, leaving me uncertain about the writing process and requirements Initially, I believed crafting the Literature Review would be straightforward, as I thought it merely involved summarizing relevant studies However, I soon realized that it required a critical evaluation of those studies and identifying knowledge gaps, which I was unaware of at the time.
The findings align with the questionnaire results, as one student expressed her struggle with writing the Methodology chapter, stating uncertainty about what to include.
The Methodology chapter posed a significant challenge for me, unlike many of my peers who found it easier I struggled with what to include, as the guidelines provided for thesis writing were vague and insufficient, failing to clarify the specific requirements for this crucial section.
Linking study findings to existing literature in the Discussion section posed a significant challenge for students While reporting and interpreting the findings was manageable, they struggled with how to effectively connect their results to the literature, often focusing more on explaining the findings instead.
The Discussion chapter presented challenges similar to those of the Literature review, as I focused primarily on explaining my data without comparing it to existing scholarship Feedback from my supervisors and peers highlighted my lack of understanding regarding the purpose and content of this section, ultimately leading to my failure to meet the thesis requirements related to the genre.
Students faced challenges in writing their theses due to a lack of specific guidelines for each chapter They struggled particularly with the Literature Review and Findings and Discussion chapters, often spending excessive time on them due to uncertainty about their content and purpose Additionally, many students found the Methodology chapter difficult, as they were unclear about what to include beyond the instruments used for their research.
Both students and supervisors shared similar perceptions regarding the challenges faced during the thesis process Supervisors highlighted that students often struggled to understand the purpose and content required for various thesis chapters Specifically, difficulties were noted in the Literature Review, Methodology, and Findings and Discussion chapters, with one supervisor emphasizing the lack of clarity among students about what to include in these sections.
Discussion
This study explores the challenges faced by TESOL MA students and their supervisors in writing a thesis Findings from interviews and questionnaires indicate that students struggle with English language proficiency, thesis genre, organization, plagiarism, and critical thinking Specifically, students reported difficulties in defining field-related terminology, critically expressing ideas, using appropriate vocabulary and grammar, and presenting cohesive paragraphs while adhering to the three essential writing steps: planning, writing, and revision These challenges align with previous research highlighting issues with terminology, grammar, and paraphrasing among TESOL MA students abroad, as well as difficulties in idea expression and organization Supervisors noted students' limited vocabulary and grammar usage, along with weak writing skills, echoing findings from studies conducted in China and Turkey.
Students often face challenges with plagiarism due to their low English proficiency and a lack of awareness, leading them to unintentionally copy information Supervisors believe that these issues stem from learners' limited skills and understanding This contrasts with Singh's (2016) research, which indicated that MA students struggled with plagiarism because they were not adequately educated on its definition by their teachers or universities Both studies highlight the necessity for training students on plagiarism and providing them with practice in paraphrasing and citing original sources to prevent academic dishonesty.
Many students reported challenges with critical thinking while writing their theses, particularly in the Literature Review chapter They attributed this difficulty to cultural factors that discourage critical analysis of others' ideas, especially those of scholars Additionally, some students misunderstood the concept of "critical thinking," equating it with merely criticizing others This aligns with findings from Al-Zubaidi's study.
Critical thinking is often misunderstood as mere criticism, particularly in certain cultures, highlighting the need to raise awareness among students about its true nature (Al-Zubaidi, 2012) It involves questioning, discussing, and finding answers rather than simply criticizing others As Fox (1994, as cited in Atkinson, 1997) notes, critical thinking encompasses more than techniques; it reflects a relationship with texts and others Atkinson (1997) emphasizes that critical thinking is inherently cultural and a social practice, suggesting that it can be nurtured in environments where it is valued He identifies key notions such as individualism and self-expression that vary across cultures, indicating that non-native English speakers may find critical thinking challenging due to differing cultural concepts However, Jones (2005) asserts that with adequate training and practice, the impact of cultural differences on critical thinking in writing can be mitigated.
The study found that students struggled with understanding what to include in each chapter of their thesis, particularly in the literature review and findings and discussion chapters This difficulty stemmed from a lack of clarity on the function and organization of these chapters, aligning with previous research (Alsied & Ibrahim, 2017; Bitchener & Basturkmen, 2006; Komba, 2015; Singh, 2016) Paltridge (2002, as cited in Nguyen, 2017) emphasized that thesis writing is challenging for both non-native and native English speakers, as it requires specific textual, genre, and social knowledge Vietnamese students, unfamiliar with the genre of thesis writing, found it particularly difficult to determine appropriate content and organization for each chapter This indicates a significant gap in training and practice regarding thesis writing Additionally, supervisors noted that students faced challenges with hedging in the Discussion chapter, further highlighting the need for targeted support in this area.
(2006) research which examined the difficulties of L2 postgraduate students in writing discussion section in New Zealand Nguyen (2017) found in 24 TESOL
Vietnamese TESOL MA students often face challenges in writing their theses due to unfamiliarity with the distinct moves and steps required in each chapter This text-based analysis highlights the new structures and strategies that these students must navigate throughout their thesis writing process.
Vietnamese MA students in TESOL encounter similar writing challenges as their peers studying abroad, including limited language proficiency, issues with thesis genre, organizational skills, concerns about plagiarism, and difficulties in critical thinking (Arkoudis & Tran, 2007; Kho & Muhammad, 2013; Phakiti & Li, 2011; Qian & Krugly-Smolska, 2008; Srikrai et al.).
The MA TESOL programs in 2016 were shaped by Western academic standards, particularly in thesis writing, which included strict adherence to the APA (American Psychological Association) referencing format Additionally, university supervisors involved in the current study had overseas training, leading to their expectations being aligned with the Western higher education system.
Chapter summary
This chapter has reported and discussed the findings of the present study The difficulties students encountered are many and can be attributed to different causes.