master’s students encountered challenges in selecting a topic title, searching andaccessing resources, recruiting participants, collecting data, and managing time.Additionally, the study
Rationales of the study
The master’s thesis is a vital element of postgraduate education, particularly in TESOL programs, where it showcases a student's ability to conduct independent research and engage in critical thinking This capstone project not only fulfills degree requirements but also signifies a student's preparedness for professional or academic advancement By investigating pedagogical methods, language acquisition, and cultural influences on English learning, the thesis bridges the gap between theory and practice, allowing students to apply their research findings in real educational settings The writing process demands discipline, creativity, and perseverance, equipping students with essential skills such as time management and academic writing, which are crucial for success in both academic and professional realms Ultimately, the master’s thesis lays the groundwork for future research and professional practice, enabling students to develop expertise and contribute meaningfully to their field.
Master’s students in TESOL face a unique blend of intellectual challenges and emotional resilience while conducting their theses, as they must integrate linguistic theory with practical teaching applications (Borg, 2006) The thesis process involves several critical stages, including defining a research question, conducting a literature review, designing a methodology, and analyzing data, each presenting its own difficulties (Komba, 2016) These challenges are often exacerbated by the necessity for self-discipline, effective time management, and clear communication with supervisors (Wellington, 2010) Additionally, TESOL students frequently deal with limited resource access, difficulties in grasping theoretical concepts, and the pressure to make original contributions to their field.
The thesis process can impose a significant emotional toll on students, often leading to stress, self-doubt, and anxiety regarding academic standards and deadlines (Pham & Saito, 2021; Castelló et al., 2017) However, it also presents valuable opportunities for personal growth, allowing students to develop critical thinking skills, improve their academic writing, and foster independence and confidence in their research abilities (Lee & Murray, 2015) The presence of support systems, including peer collaboration, supervisor guidance, and institutional resources, is essential in shaping students' experiences, affecting both the challenges they encounter and the strategies they adopt to navigate them (Hopwood & Sutherland, 2009).
Master's students face numerous challenges during their thesis journey, yet many successfully implement strategies to overcome these obstacles Effective time management is crucial, as students break down the thesis process into manageable tasks with incremental deadlines to ensure consistent progress Proactive communication with supervisors clarifies expectations and aligns research with academic standards, while peer support through writing groups fosters resource sharing and constructive feedback Additionally, leveraging digital tools like reference management software enhances research efficiency and writing quality Participation in academic workshops deepens understanding of research methodologies and keeps students informed about recent developments in their field Lastly, self-regulation techniques, such as goal setting and progress monitoring, help maintain motivation and reduce stress, ultimately contributing to students' academic and professional growth.
The master's thesis holds significant importance in Vietnamese universities, marking a crucial milestone in a graduate student's academic journey and showcasing their learning and research skills As mandated by Circular No 23/2021/TT-BGDDT from the Ministry of Education and Training, the thesis is a vital component of research-oriented programs It not only reflects a student's ability to conduct independent research but also indicates their readiness to contribute to their field, particularly in English-language education Furthermore, universities like Can Tho University require the thesis to be written in English, emphasizing its role in fostering effective communication in academia.
Decision No 889/QĐ-ĐHCT, 2022, emphasizes the importance of integrating Vietnamese academia into the global research community This integration presents considerable challenges, particularly for students who have limited English proficiency.
Vu and Burns (2014) These language barriers can severely impact the quality of the thesis, limiting students’ ability to engage with international research and diminishing the overall academic experience.
Despite the clear importance of the master’s thesis in the Vietnamese context, there is a noticeable gap in research focused on the specific experiences and challenges faced by
Research on Vietnamese master's students in TESOL programs highlights a significant gap in understanding the thesis process, particularly regarding the impact of language barriers, resource access, and supervision on their experiences While studies have addressed broader educational challenges, they often neglect the psychological aspects of thesis writing, such as stress and motivation, which are vital for a comprehensive understanding of student experiences This oversight limits educators' and policymakers' ability to create effective support systems tailored to the unique challenges faced by these students External resources like academic workshops and online communities have been suggested to enhance thesis performance, yet further investigation is needed to optimize these resources for Vietnamese TESOL students Addressing this gap is crucial for improving the quality of master's theses and advancing educational goals in Vietnam.
This study seeks to fill existing gaps by examining the experiences of master's students enrolled in a TESOL program at a university in the Mekong region of Vietnam.
Research aims .3 1.3 Research questions 4 1.4 Scope of
Writing a thesis is a complex process that involves multiple stages, as noted by Han (2014) This study investigates the experiences of TESOL master’s students at a Vietnamese university, focusing on the common challenges they encounter during their thesis work It also examines the strategies these students develop to overcome these challenges and the support and resources available to them Furthermore, the study aims to understand the personal and academic growth that students experience throughout their thesis journey The findings are anticipated to provide practical insights for postgraduate students.
3 and to enhance the guidance and support provided to master’s students, thereby improving the overall effectiveness of thesis completion.
This study aims to address the primary research question and its associated sub questions:
How do TESOL master’s students at a university in the Mekong region of
Vietnam experience the process of conducting their theses?
1 What common challengess do master’s students encounter during the thesis process?
2 What strategies do students use to overcome the challenges they face during their thesis journey?
3 How do students perceive the support and resources available to them for facilitating their thesis work?
4 How do these experiences impact students' perceptions of their academic and professional development?
This study examines the experiences of master's students at a specific Vietnamese university, focusing on the challenges they encounter during the thesis-writing process.
This research focuses on a specific institution to explore the unique challenges encountered by students, including language barriers, restricted access to research resources, and the quality of thesis supervision The study seeks to identify the obstacles faced by these students and the strategies they use to overcome them, providing valuable insights into the thesis experience within the Vietnamese educational system.
As English proficiency becomes increasingly vital for academic success, it is essential to examine how language skills influence students' engagement with scholarly work and the completion of their theses This study aims to provide relevant and actionable findings that offer valuable insights for educators, policymakers, and future researchers dedicated to improving thesis support systems and academic outcomes in Vietnam.
In Vietnam, English serves as a second language, primarily required for English majors who must write their theses in English Non-native ESL master's students often face difficulties in articulating their thoughts in both writing and speaking This study seeks to explore the experiences of EFL postgraduate students as they navigate the thesis process at a university in the Mekong Delta.
4 multidimensional perspective on the specific challenges faced by these students, the study provides support strategies to enhance their learning experiences and success.
This research offers important insights into the thesis-writing experiences of master’s students at a Vietnamese university It examines the specific challenges these students face during the thesis process and seeks to understand both the obstacles encountered and the strategies they use to overcome them Utilizing a case study approach, the study highlights individual students' experiences as they navigate and resolve issues throughout their thesis work.
This study addresses a significant gap in the literature due to the limited research on the topic, providing valuable insights for future researchers in higher education Its findings reveal trends and patterns in the graduate student experience, while also offering practical advice and strategies to help students anticipate challenges and identify effective solutions.
This study focuses on students' perceptions of the support and resources available to them By understanding these perceptions, we can create more effective support systems and optimize resource allocation, ensuring that students have the essential tools and guidance needed to successfully complete their theses.
The study examines the effects of the thesis-writing experience on students' views regarding their academic and professional development Understanding this relationship is vital for recognizing how the thesis process shapes students' future career opportunities and academic ambitions, enabling educational practices to align more effectively with their long-term objectives.
This study's results are crucial for improving the quality of graduate education, enhancing student well-being, and aiding academic advisors and institutions The findings can guide policy reforms, curriculum enhancements, and support systems, ensuring that master's students are better prepared for success in their academic and research pursuits.
This study is structured into five main chapters as follows:
This chapter provides an overview of the research, setting the context and outlining the objectives and significance of the study.
This chapter reviews existing scholarly works related to the research topic, highlighting relevant theories, concepts, and prior findings.
This chapter details the research design, methods, and procedures used in the study, explaining how data was collected and analyzed.
This chapter presents the empirical data obtained from the study, offering a detailed account of the results and observations.
This chapter interprets the findings in relation to the existing literature, discussing their implications and relevance.
This chapter summarizes the key findings, draws conclusions, and reflects on the study's contributions and potential for future research.
This chapter reviews the literature on Master's students' experiences while undertaking their theses, beginning with an explanation of the thesis's nature and objectives It then explores student experiences, highlighting challenges, strategies, and cognitive and academic development A theoretical framework encompassing coping strategies and sociocultural theories is presented, followed by a summary of relevant studies pertinent to the current investigation The chapter concludes by identifying research gaps that require further exploration.
The nature and purpose of post-graduate theses
The nature of post-graduate theses 7 2.1.2
Graduate theses represent a significant dedication to knowledge and mark the pinnacle of earning master's and doctoral degrees In academia, these theses reflect the knowledge gained through critical thinking and intellectual exploration, as noted by Hart (2005).
A master's thesis, as defined by Paltridge (2002), is a comprehensive scholarly work resulting from a structured investigation under academic supervision, distinguishing it from shorter undergraduate projects This extensive research endeavor allows graduate students to explore subjects in depth, contributing valuable insights and new knowledge to their fields Theses are essential for advanced education, fostering critical thinking, problem-solving, communication, and time management skills This study explores the characteristics of post-graduate theses and their significant impact on academia, highlighting the challenges of mastering academic writing, which requires intellectual engagement and proficient skills in idea generation, outlining, conceptual structuring, drafting, editing, and revising (Kiriakos & Tienari, 2018).
Post-graduate theses are distinguished from undergraduate work by their emphasis on originality, requiring students to contribute new knowledge through empirical research or innovative synthesis of existing literature They necessitate a comprehensive exploration of a specific topic, showcasing the student's ability for in-depth analysis Rigor is essential, as these theses must adhere to stringent academic standards, including meticulous research methods and proper scholarly citations Additionally, they undergo a thorough editing and evaluation process under the guidance of supervisors, following a framework recommended by Sharma (2008, p.250).
The Faculty of Education at Tribhuvan University (TU) emphasizes a structured thesis format that includes an introduction, literature review, methodology, findings, discussion, and conclusion, ensuring clarity and coherence in presenting research outcomes A crucial aspect of a successful thesis is its contribution to the relevant academic field, as it offers new insights, solutions, or perspectives that enhance general knowledge and influence future research directions.
A TESOL thesis addresses the unique challenges of language education and applied linguistics, focusing on topics like language acquisition, teaching methodologies, and curriculum development It often combines theoretical analysis with practical elements, such as creating teaching materials or conducting intervention studies For instance, a TESOL thesis may assess the effectiveness of innovative teaching strategies in enhancing English language proficiency or evaluate the influence of technology on language instruction (Richards, 2015).
TESOL theses are designed to encompass both theoretical and practical dimensions of language education, necessitating the use of varied methodologies like qualitative research, quantitative analysis, and action research As noted by Ellis (2016), these theses provide valuable insights for educators and policymakers, offering evidence-based recommendations that enhance classroom practices and curriculum design By emphasizing practical implications, TESOL theses uniquely aim to connect research with real-world applications, thereby significantly impacting language teaching practices and educational policies.
TESOL theses prioritize context-specific research, reflecting the diverse linguistic and cultural backgrounds of learners This research investigates the effectiveness of teaching strategies and interventions across various settings and populations (Lightbown & Spada, 2013) By adopting a context-sensitive approach, the findings of TESOL research remain relevant and applicable to real-world language teaching situations.
2.1.2 The purpose of post-graduate theses
A post-graduate thesis is no small feat, and this process has been likened to a ‘capstone activity’ (Woodrow, 2020, p.1) or even described as an ‘elusive chameleon’ (Pilcher,
Postgraduate theses serve as vital repositories of knowledge, showcasing a student's deep intellectual commitment and fostering progress in various fields More than just academic requirements, these theses highlight the ability to conduct independent advanced research, reflecting the profound impact of scholarly work.
(1989), cited in Lessing and Schulze (2003, p 159), noted, ‘postgraduate research poses three
Post-graduate theses play a crucial role in developing essential research skills, such as data collection, analysis, and literature review, while fostering problem-solving abilities through the identification of issues and formulation of hypotheses These theses not only advance human understanding by addressing complex, unexplored questions but also equip students with critical thinking, research methodology, and effective communication skills applicable in various professions The academic writing process is a metacognitive activity that integrates understanding, fundamental skills, and the ability to navigate complex systems, all of which are vital for postgraduate students to successfully conduct their research and overcome challenges.
2.1.3 The process of conducting thesis research
Thesis research is a demanding process that enhances the skills and abilities of graduate students Liu (2015) highlights that a graduate thesis acts as a thorough assessment of a student's research skills, emphasizing their capacity to interact with established theories and collect new, genuine data.
2009) This process is both demanding and rewarding, requiring significant dedication, critical thinking, and methodical effort.
The thesis writing process, as described by Sadeghi and Khajepasha (2015), involves several key stages, beginning with the critical step of topic selection Choosing a suitable topic is essential, as it determines the direction of the entire research project Students should align their personal interests with the topic's relevance to their field while considering feasibility and available resources Shaw (1991) highlights that the Introduction and Discussion chapters often pose significant challenges, underscoring the importance of selecting a well-defined topic and conducting a comprehensive preliminary literature review to identify research gaps.
After selecting a topic, the next step is to create a research proposal that outlines the rationale, goals, methodology, and work plan It is vital to formulate clear and specific research questions, as these will influence the data collection and analysis methods Zhang and Hyland (2021) emphasize that a collaborative and interactive relationship between supervisors and students is essential for effectively navigating the thesis process.
Strebel et al (2021) identify two dimensions of this relationship: one focused on providing instructions and writing guidelines, and the other on supporting the research content.
Data collection and analysis are guided by specific research questions and can differ across disciplines This process may include surveys, experiments, interviews, or observations involving carefully chosen participants Utilizing robust analytical techniques is crucial for maintaining the accuracy and validity of the research outcomes.
After data collection, the next crucial step is interpreting and presenting the results According to Cooper (1984), this process encompasses five key components: (1) Problem formulation, (2) Data collection, (3) Data evaluation, (4) Analysis and interpretation, and (5) Public presentation These elements provide a structured approach to research and ensure that findings are communicated effectively.
Conducting thesis research promotes intellectual growth and equips students with essential skills in research, critical analysis, and effective communication The process, which involves selecting a topic, formulating research questions, collecting and analyzing data, and synthesizing findings, enhances academic knowledge and prepares students for future academic or professional pursuits Although it presents challenges, a well-executed thesis is a substantial achievement that showcases a student's ability to conduct advanced research and makes a meaningful contribution to their field.
2.2 Experiences of master’s students in conducting their theses
The process of writing a master's thesis is a critical component of postgraduate education, requiring substantial intellectual effort and perseverance According to Lee
Data analysis
Data analysis plays a vital role in research, influencing both the outcomes and the success of the study In this research, an inductive approach was applied during the analytical process, following the systematic procedures recommended by Braun and Clarke (2006) Thematic analysis, a versatile and structured qualitative method, was utilized to examine the data, as outlined by Clarke and Braun (2013) This method focuses on identifying and analyzing patterns within qualitative data.
After collecting the data from the reflective writings and semi-structured interviews, the analysis process followed these steps:
I converted audio recordings into written text and subsequently shared the transcriptions with the participants for their review, ensuring that the information they provided aligned accurately with the text.
To gain a comprehensive understanding of the data, I engaged in multiple readings of the transcripts and reflective writing This process allowed me to identify key information and develop a deeper insight into the content.
In the initial coding phase, I systematically organized the data from interview transcripts and reflective writings As outlined by Rossman & Rallis (2011), data coding entails sorting information into specific segments linked to particular words or terms This process serves not only as a method for data reduction but also as an analytical approach that aids in structuring and understanding the data effectively.
In the process of searching for themes, the codes identified during coding were instrumental in analyzing data from both sets According to Creswell (2013), these codes play a crucial role in developing themes for research investigations I organized the codes into potential themes and compiled all pertinent data associated with each theme.
In the process of reviewing themes, I focused on refining them to ensure their relevance to both the coded extracts and the overall data set To aid in this, I created a thematic map that visually organized and clarified the relationships among the themes.
I identified and named each theme by capturing its core essence and creating a clear, informative title This continuous analysis enhanced the details of each theme and shaped the overarching narrative presented in the analysis.
_ Writing the report: The final step involved writing up the results, integrating insights from both the interviews and the reflective writings This report detailed the themes and
24 patterns identified through the analysis, providing a comprehensive account of the participants’ experiences with thesis writing.
By analyzing both the reflective writings and interview data, I aimed to gain a deeper understanding of the participants' experiences and challenges throughout their thesis writing process.
Trustworthiness
The study's trustworthiness was established through key practices in data collection and analysis, utilizing multiple data sources such as reflective writings and semi-structured interviews to provide a comprehensive understanding of participants' experiences This method not only enhances credibility but also validates findings by cross-verifying data (Creswell & Poth, 2018) Furthermore, member checking was implemented, allowing participants to review and confirm the accuracy of their transcribed interviews, thereby ensuring the correct interpretation of their experiences (Lincoln & Guba, 1985).
Transferability refers to the extent to which findings can be applied to other contexts.
To improve transferability, the study offered an in-depth description of the research context, participants, and findings, enabling readers to evaluate the relevance of the insights to different settings or populations By outlining the specific challenges encountered by master’s students at a Vietnamese university, the study provided sufficient contextual detail for readers to assess the applicability of its findings to comparable educational environments (Merriam & Tisdell, 2015).
To ensure dependability, a detailed and transparent account of the research procedures was maintained, allowing for replicability and consistency in the analysis (Lincoln &
The study's trustworthiness was enhanced through an iterative process of refining themes and validating findings via member checking, allowing participants to review and confirm the accuracy of their transcribed data (Creswell, 2013) Furthermore, the implementation of pseudonyms and secure data management practices upheld participants' confidentiality, which is crucial for conducting ethical and reliable research (Merriam & Tisdell, 2015).
Confirmability in research ensures that findings are derived from participants' responses rather than researcher bias To achieve this, the study implemented reflexivity, allowing the researcher to reflect on personal biases and their potential impact on the research process This involved keeping a reflective journal to track biases and decisions made throughout the study Furthermore, secure and systematic data management practices were employed to guarantee that data analysis accurately represented participants' responses, free from external influences (Braun & Clarke, 2006).
25 ensuring that the analysis accurately reflects the participants' perspectives, the study supports its confirmability.
Together, these strategies help establish the trustworthiness of qualitative research, ensuring that the findings are credible, transferable, dependable, and confirmable.3.7 Ethical considerations
Ethical considerations play a vital role in the research process, particularly in qualitative studies that involve in-depth, face-to-face interactions The intimate nature of data collection necessitates a strong focus on balancing potential risks and benefits Protecting human subjects and adhering to ethical principles demand careful attention throughout the research.
The key ethical considerations for this research were as follows:
Participants in the study were fully informed about its purpose, procedures, potential risks, and benefits They had the chance to ask questions and were made aware of their right to withdraw from the study at any time without facing any penalties Consent was secured before their participation.
To safeguard participants' privacy, all reports and analyses utilized pseudonyms, ensuring that individual identities remained confidential while maintaining anonymity in data reporting.
To ensure data protection during the research, robust measures were established, including secure storage for both digital and physical data, strict access controls to limit information visibility to authorized personnel only, and the implementation of secure methods for data transmission and storage.
The research design focused on systematically examining the experiences of master’s students in their thesis work, employing qualitative methods and thematic analysis for comprehensive insights By thoroughly addressing ethical considerations, the study aimed to protect participants' well-being and rights while enhancing understanding of the thesis-writing process in a Vietnamese university context.
The thematic analysis of data gathered from students' reflective writings and semi-structured interviews revealed four key themes regarding their thesis experiences These themes encompass the challenges encountered during the thesis process, the strategies and adaptations developed to address these challenges, the support systems and resources accessed, and the students' perceptions of their academic and professional growth.
Writing a thesis is a significant academic achievement that involves creating new knowledge, as highlighted by Belcher (2013) and Geng & Wharton (2019) However, this process is fraught with challenges for students, particularly at a Vietnamese university This study examines the various obstacles they encounter, drawing from personal experiences and relevant literature Key challenges include selecting a suitable thesis topic, recruiting participants, conducting data collection, reviewing literature, discussing findings, managing time, and addressing psychological factors By analyzing these issues, the research aims to provide a comprehensive understanding of the common and unique difficulties students face during their thesis development.
Choosing a viable research topic poses a major challenge for students, whether they have finished their theses or are still in the process This endeavor requires finding a unique angle that is not widely addressed in current literature while also being feasible given the available resources and time Participants from both groups expressed significant stress and confusion throughout this process, highlighting the difficulties involved in selecting an appropriate topic.
Finding a suitable research topic can be challenging, as my supervisor advised me to explore numerous books, articles, and documents for inspiration However, when I search on Google Scholar and other related platforms, I often encounter topics that are outdated and have already been extensively researched.
These reflections emphasize the widespread concern about ensuring both the novelty and feasibility of the research topic Similarly, a student from the second group also shared that challenge.
“Choosing a topic is a big difficulty because, in the wealth of information, topic names are almost rare, although I also received a lot of guidance on how to create a new topic.
I aimed to discover a topic that was not only captivating and unique but also practical for my needs During that time, I engaged in extensive reading and reflection to identify the perfect subject.
Balancing academic value with practicality poses a significant challenge, as constraints like limited time, funding, and access to data or participants can impede the feasibility of selecting a research topic.
Another common issue was the requirement to revise the research direction based on feedback For example, one student shared,
Challenges in thesis development .27 1 Selecting a thesis topic 27 2 Recruiting participants and conducting data collection 29 3 Reviewing and searching for relevant literature 31 4
Writing a thesis is a critical academic milestone that requires the generation of new knowledge, but it presents numerous challenges for students, as highlighted by Belcher (2013) and Geng & Wharton (2019) This study examines the obstacles faced by students at a Vietnamese university throughout their thesis journey, drawing on personal experiences and relevant literature Key challenges include selecting a viable thesis topic, recruiting participants, conducting data collection, reviewing literature, discussing findings, managing time effectively, and addressing psychological factors By investigating these issues, the study aims to provide a comprehensive understanding of the common and unique difficulties encountered during thesis development.
Choosing a viable research topic poses a substantial challenge for students, whether they have completed their theses or are still in the process This endeavor requires pinpointing a unique angle that is not heavily explored in current literature while also considering the practicality of available resources and time Both groups of participants expressed significant stress and confusion during this critical phase, highlighting the complexity of selecting an appropriate topic.
Finding a suitable research topic can be challenging, as my supervisor advised me to explore numerous books, articles, and documents for inspiration However, when I search on Google Scholar and other related platforms, I often encounter topics that are outdated and have already been extensively researched.
These reflections emphasize the widespread concern about ensuring both the novelty and feasibility of the research topic Similarly, a student from the second group also shared that challenge.
“Choosing a topic is a big difficulty because, in the wealth of information, topic names are almost rare, although I also received a lot of guidance on how to create a new topic.
I sought a topic that was not only intriguing and unique but also practically applicable to my interests During this time, I dedicated myself to extensive reading and reflection to discover the perfect subject.
Balancing academic value with practical constraints poses a significant challenge, as limited resources like time, funding, and access to data or participants can impede the feasibility of selected research topics.
Another common issue was the requirement to revise the research direction based on feedback For example, one student shared,
After completing my research proposal, I felt a mix of worry and confusion While the core content of my research stayed intact, I realized I needed to make some adjustments to my approach and direction.
“I had to change the direction of my research I have to think a lot about whether I need to adjust my research methods and how to adjust my theory.” (S1-G2)
This adjustment often involved significant changes in methodology and theoretical approach, which may have caused lots of stress among students.
Furthermore, the students faced challenges related to their personal context and initial knowledge Some students reported having to
Researchers are shifting their focus from analyzing the causes of student misbehavior to investigating effective classroom management strategies, necessitating substantial changes in their methodologies and theoretical frameworks Conversely, some scholars struggle to pinpoint gaps in existing research, resulting in multiple revisions of their topic titles as they seek to address these deficiencies.
Before finalizing my research proposal and starting my thesis, I conducted thorough discussions and readings to pinpoint gaps in the existing literature, ensuring my research would effectively address these areas Furthermore, I repeatedly refined the title of my topic to enhance clarity and focus.
Initially, I faced challenges in selecting a research topic due to my limited understanding of the course material At that stage, I had only covered a portion of the curriculum, and my ideas were still unclear Consequently, my topic options were restricted by my lack of knowledge.
Students often lack confidence in their foundational knowledge, particularly in their chosen research area, which hinders their ability to identify potential topics and recognize gaps in their selected subjects.
While there were similarities in the challenges the students faced when choosing a suitable thesis topic, notable differences between the two groups also emerged Group
Students often face challenges stemming from external influences and personal expectations For example, a student in Group 1, referred to as S2, experienced difficulty selecting a research topic because of contradictory guidance from instructors regarding the topic's relevance and originality.
My teacher advised against focusing too much on outdated topics, while some educators believe that exploring these subjects can provide valuable experience However, when pursuing a doctorate, selecting a strong and relevant topic is crucial for success.
Students in Group 2 faced greater personal and contextual challenges compared to their peers For instance, one student (S1) had to modify their research direction after presenting their proposal, resulting in major changes to their methodology and theoretical framework Meanwhile, another student from Group 1 (S4) experienced difficulties in selecting a topic due to a lack of initial knowledge and experience.
Lacking prior research experience has left me feeling apprehensive about my ability to conduct studies independently Additionally, my limited exposure to relevant academic papers in my field has contributed to my uncertainty regarding the specific focus of my research.
A student from Group 2 (S3) expressed the difficulty of selecting a topic that aligns with personal goals and is contextually relevant, noting that the process took approximately two weeks to finalize an appropriate subject.
The adoption of coping strategies
Challenges and problem-focused coping 43 5.1.2
Students encountered a range of challenges, including academic, logistical, and emotional difficulties, consistent with prior research highlighting similar obstacles for graduate students, such as language barriers, resource limitations, and time management issues (Kamler & Thomson, 2006; Morrison Saunders et al., 2010) To tackle these issues, students utilized problem-focused coping strategies, actively seeking solutions to mitigate stressors and enhance their academic experience.
Students actively engaged in one-on-one interactions with their supervisors to clarify research questions and refine methodologies, aligning with Aitchison and Lee's (2006) findings on the value of constructive feedback in thesis writing Their commitment to continuous learning through workshops, extensive reading, and resource consultation demonstrates a proactive problem-solving approach, allowing them to make significant progress in their thesis work despite the challenges encountered.
Despite the effectiveness of students' coping strategies, several challenges hindered their ability to fully overcome obstacles, notably inconsistencies in supervisory support Many students faced delays in feedback and insufficient guidance, which significantly impacted their progress This issue aligns with existing literature, highlighting the variability of supervisory support as a crucial factor affecting the success of graduate students.
In 2005, it was noted that students at smaller or less well-resourced institutions faced significant challenges due to the limited availability of institutional resources This lack of support infrastructure underscores the necessity for more consistent and accessible resources to aid students in their coping efforts.
5.1.3 Emotion-focused coping and psychological resilience
Students utilized emotion-focused coping strategies alongside problem-focused approaches to address the emotional challenges of the thesis process Key techniques included breaking tasks into smaller, manageable parts, seeking social support from peers, and maintaining a healthy work-life balance Research has underscored the significance of these emotion-focused strategies in alleviating the psychological stress linked to graduate research (Devos et al., 2017).
The study's findings highlight that students who effectively manage stress are more likely to sustain motivation and focus during the thesis process Social support is particularly vital in alleviating feelings of isolation and offering emotional encouragement By forming study groups and sharing experiences, students provide mutual support that helps them navigate the pressures of thesis writing This aligns with McAlpine and Amundsen's (2009) research, which emphasizes the importance of peer support networks in helping graduate students tackle the emotional challenges of their research.
Sociocultural theory, based on Vygotsky's work (1978), highlights the critical role of social interaction and cultural tools in learning This framework offers a meaningful perspective for analyzing the study's findings, especially concerning the support systems and resources utilized by students in their academic and professional growth.
5.2.1 Support systems as cultural tools
The study highlighted the significance of support systems, such as institutional resources, supervisory guidance, and peer networks, in influencing students' thesis experiences According to sociocultural theory, learning is facilitated through interactions with knowledgeable individuals and the utilization of cultural tools (Vygotsky, 1978) In this framework, supervisors, peers, and academic resources serve as essential cultural tools that enhance students' learning and research endeavors.
Supervisors exemplify Vygotsky's "zone of proximal development" (ZPD) by facilitating learners' progress through their guidance, enabling individuals to reach greater understanding and skill levels with the support of a more knowledgeable mentor.
Consistent feedback and guidance from supervisors play a crucial role in helping students manage complex research tasks and enhance their academic work, highlighting the significance of scaffolding in education However, the variability in the level of supervisory support indicates that this scaffolding may not be equally effective for all students, with some receiving inadequate assistance This observation is consistent with Grant's (2005) research, which found that inconsistent supervisory support can impede students' academic progress and increase their stress levels.
5.2.2 Peer networks and collaborative learning
Peer support plays a vital role in enhancing student learning by fostering collaborative environments and emotional support According to sociocultural theory, social interaction is essential for cognitive development, a notion reinforced by this study's findings The establishment of study groups and peer collaboration creates a space for students to exchange ideas, share resources, and provide mutual encouragement This collaborative learning approach aligns with sociocultural principles, highlighting that knowledge is co-constructed through social interactions (Lave & Wenger, 1991).
The effectiveness of peer networks can be hindered by varying levels of expertise and commitment among members Although peer support offers valuable emotional and practical assistance, students occasionally struggle with specific academic challenges due to insufficient guidance This highlights the necessity for structured support systems that integrate peer collaboration with access to knowledgeable mentors or academic staff.
5.2.3 Academic and professional development as sociocultural participation
The thesis process plays a crucial role in shaping students' academic and professional growth, significantly improving their research and analytical abilities while fostering essential professional skills and influencing their career goals According to sociocultural theory, learning is a socially situated activity, where individuals participate in practices rooted in distinct cultural and historical contexts (Wertsch, 1991).
In this study, the thesis process provided students with opportunities to participate in authentic research practices, interact with academic communities, and develop professional identities.
Enhancing research skills and professional competencies represents a legitimate peripheral participation, enabling students to transition from novices to experts in their academic and professional communities (Lave & Wenger, 1991) Engaging in thesis work immerses students in their field's practices, fostering their growth as researchers and professionals This aligns with existing literature that emphasizes the transformative nature of such experiences.
45 potential of thesis writing in fostering academic and professional growth (Lee & Boud, 2003; Wellington, 2010).
The thesis process significantly influences students' academic and career aspirations by highlighting the motivational aspects of sociocultural participation Successfully completing their theses instills a sense of mastery and accomplishment in students, boosting their confidence and motivating them to seek additional academic or professional opportunities This outcome aligns with Vygotsky's (1978) focus on the critical role of motivation and self-efficacy in the learning journey.