A Qualitative Inquiry into the Difficulties Experienced by Algerian EFL Master Students in Thesis Writing: ‘Language is not the Only Problem’

Abstract

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.

Information I Wish I Had Known Early in My Postgraduate Journey: Exploring Insights From The Perspective of Former Graduate Students

“…This is complicated by the fact that postgraduates face significant challenges during their studies that potentially lead to study period extensions, deferment, and dropping out (Bekova, 2021;McCormack, 2005). Financial Wei & Chou (2020), academic writing Onainor (2019), and supervisory issues Abiddin & Ismail (2011) may affect students, possibly making them unable to complete their studies on time or, in the worst case, causing them to quit. If these issues are not mitigated properly, it will be disadvantageous to both the nation and the institutions due to the consequences: higher costs Smallwood (2004), a lack of think tanks that aim to solve social problems, and a lack of expertise in research skills.…”

“…Ezebilo (2012) argued that postgraduate students' major concerns included problems with devising data-gathering techniques, data analysis, producing publishable research articles, and oral presentation abilities. Writing a thesis is a challenging and intimidating intellectual endeavor that is both difficult and daunting for postgraduates, owing initially to societal problems and subsequently to linguistic difficulties (Onainor, 2019). Respondents stated that they struggled with presenting writing, restructuring phrases, establishing research ideas, and a deficiency of writing abilities (Isa & Ahmad, 2018).…”