For the last few decades, difficulties encountered by non-native English students in the process of thesis writing have attracted considerable attention from researchers. However, most of the previous research on this topic has given priority to the language-related/linguistic problems and has focused on international students studying in L1 contexts. Thus, the aim of this qualitative study was to gain insight into Master students' experiences of thesis writing in a conspicuously underexplored EFL context, Algeria. Specifically, the study explored both students' and supervisors' perceptions of the difficulties and challenges encountered during the course of thesis writing, with a focus on the non-linguistic factors underlying this academic undertaking. Semistructured in-depth interviews, supported by open-ended questionnaires, were used to obtain from 30 students and six supervisors, purposely selected from English departments at eight Algerian universities. Findings indicate that the process of thesis writing is a formidable and daunting academic undertaking for Algerian EFF Master students due primarily to sociocultural challenges and then linguistic difficulties. These latter ones included students' lack of some academic writing skills and their limited knowledge about thesis writing and research whereas the identified sociocultural challenges included lack of supervisor and family support, lack of cooperation of the research sample, and insufficient academic preparation. Pedagogical implications for stakeholders and suggestions for future researchers were presented in the end of the current study.

For the last few decades, difficulties encountered by non-native English students in the process of thesis writing have attracted considerable attention from researchers. However, most of the previous research on this topic has given priority to the language-related/linguistic problems and has focused on international students studying in L1 contexts. Thus, the aim of this qualitative study was to gain insight into Master students' experiences of thesis writing in a conspicuously underexplored EFL context, Algeria. Specifically, the study explored both students' and supervisors' perceptions of the difficulties and challenges encountered during the course of thesis writing, with a focus on the non-linguistic factors underlying this academic undertaking. Semistructured in-depth interviews, supported by open-ended questionnaires, were used to obtain from 30 students and six supervisors, purposely selected from English departments at eight Algerian universities. Findings indicate that the process of thesis writing is a formidable and daunting academic undertaking for Algerian EFF Master students due primarily to sociocultural challenges and then linguistic difficulties. These latter ones included students' lack of some academic writing skills and their limited knowledge about thesis writing and research whereas the identified sociocultural challenges included lack of supervisor and family support, lack of cooperation of the research sample, and insufficient academic preparation. Pedagogical implications for stakeholders and suggestions for future researchers were presented in the end of the current study.

For the last few decades, difficulties encountered by non-native English students in the process of thesis writing have attracted considerable attention from researchers. However, most of the previous research on this topic has given priority to the language-related/linguistic problems and has focused on international students studying in L1 contexts. Thus, the aim of this qualitative study was to gain insight into Master students' experiences of thesis writing in a conspicuously underexplored EFL context, Algeria. Specifically, the study explored both students' and supervisors' perceptions of the difficulties and challenges encountered during the course of thesis writing, with a focus on the non-linguistic factors underlying this academic undertaking. Semistructured in-depth interviews, supported by open-ended questionnaires, were used to obtain from 30 students and six supervisors, purposely selected from English departments at eight Algerian universities. Findings indicate that the process of thesis writing is a formidable and daunting academic undertaking for Algerian EFF Master students due primarily to sociocultural challenges and then linguistic difficulties. These latter ones included students' lack of some academic writing skills and their limited knowledge about thesis writing and research whereas the identified sociocultural challenges included lack of supervisor and family support, lack of cooperation of the research sample, and insufficient academic preparation. Pedagogical implications for stakeholders and suggestions for future researchers were presented in the end of the current study.