Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students

Allison, Desmond; Cooley, Linda D.; Lewkowicz, Jo; Nunan, David

doi:10.1016/s0889-4906(97)00011-2

Cited by 63 publications

(42 citation statements)

References 16 publications

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“…The literature has revealed (see Allison et al, 1998) that across and within disciplines, different practices can be followed with regard to what content is included in different parts of a thesis. Allison et al (1998) identified an overlap between the Introduction and Literature Review chapters and between the Discussion and Conclusion chapters in Applied Linguistics theses and research articles. When asked about whether they provided feedback on what they expected and/ or required in the various part-genres of the thesis, it can be seen from Table 3 that many supervisors across the disciplines (33/35) did so.…”

Section: Feedback On Part-genresmentioning

confidence: 99%

“…Challenges specifically related to an understanding of the generic and discipline-specific characteristics of the thesis genre and its component part-genres (chapters and sections) have been identified to some extent by studies that have investigated supervisor perceptions of thesis-writing student difficulties (Allison, Cooley, Lewkowicz & Nunan, 1998;Bitchener & Basturkmen, 2006;Basturkmen & Bitchener, 2005;Casanave & Hubbard, 1992;Casanave & Li, 2008;Dong, 1998;Jenkins, Jordan & Weiland, 1993;Paltridge & Starfield, 2007). These publications report that thesis students are often uncertain about what content is appropriate for the separate part-genres of their thesis and about how the content might be most effectively organized.…”

Section: Introductionmentioning

confidence: 99%

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The Focus of Supervisor Written Feedback to Thesis/Dissertation Students

Bitchener¹,

Baştürkmen²,

East³

2010

ijes

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Written feedback on drafts of a thesis or dissertation is arguably the most important source of input on what is required or expected of thesis-writing students by the academic community. Despite its importance, relatively little is known about what type of information supervisors focus on when giving feedback. This article presents the findings of an exploratory, descriptive study that investigated what supervisors said they focused on when giving feedback. A total of 35 supervisors across three disciplines (Humanities, Sciences/ Mathematics, Commerce) at six New Zealand universities participated in the study. Data were sought from self -report data (written questionnaires and interviews) and samples of feedback given on thesis drafts. The study found that a wide range of beliefs concerning feedback are held by supervisors, that there is little difference in the type of feedback provided by supervisors in the different disciplines and that similar feedback tends to be given to both L1 and L2 students. KEYWORDS:thesis/dissertation writing; supervisor feedback; L1 and L2 student writing RESUMEN Aunque los comentarios escritos que se añaden como feedback a los borradores de una tesis o tesina pueden considerarse una de las fuentes de información más importantes sobre lo que se requiere o se espera por parte de la comunidad académica con relación a la expresión escrita utilizada por los estudiantes, se sabe relativamente poco sobre el tipo de información en la que los directores centran su atención a la hora de hacer dichos comentarios. Este artículo presenta los resultados de un estudio exploratorio y descriptivo que investigó los aspectos a los que los directores afirmaron prestar atención al proporcionar comentarios escritos. Un total de 35 directores de tres disciplinas diferentes (Humanidades, Ciencias/Matemáticas, Comercio) pertenecientes a seis universidades de Nueva Zelanda participaron en el estudio. Los datos se obtuvieron a partir de la información proporcionada por los propios participantes (cuestionarios escritos y entrevistas) y de los comentarios escritos en los borradores de algunas tesis. Se halló que los directores sostienen una gran cantidad de opiniones respecto a sus comentarios, que hay pocas diferencias en el tipo de comentarios proporcionados por ellos en las diferentes disciplinas y que los comentarios que se suelen hacer a estudiantes de L1 y L2 tienden a ser similares. PALABRAS CLAVERedacción de tesis y tesinas, provisión de feedback por el director de tesis, producción escrita de los estudiantes en L1 y L2

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Section: Feedback On Part-genresmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Focus of Supervisor Written Feedback to Thesis/Dissertation Students

Bitchener¹,

Baştürkmen²,

East³

2010

ijes

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“…The educational sector has now formulated policies that dictate English competency among all students (Krane, 2009, p. 90). When the students are being admitted, they now have to sit for a placement examination and pass it to prepare them for postgraduate study, library research, and the requirements in a career (Nunan, 1998).…”

Section: Background and Statement Of The Problemmentioning

confidence: 99%

An Investigation into Saudi Students’ Knowledge of and Attitudes towards E-resources on BBC Learning English

Alzahrani¹

2017

ELT

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The BBC Learning English website has become an important method of learning and studying English as a second language, a resource that enhances the importance of e-learning. The aim of the current research is to find Saudi students' knowledge of and attitude towards e-resources on BBC Learning English. The sample size was 28 participants (17 male and 11 female participants). The knowledge and attitude were assessed based on scales (from a questionnaire) and their outcomes were correlated with each other; the effect of gender, age and reason for learning were also assessed in relation to the knowledge and attitude variables. Using appropriate statistical tests it was found that there is a significant positive relationship between the knowledge of e-resources and the attitude towards them on BBC Learning English. Gender was not found to have an effect on the attitude scale; however age appeared to have a significant effect on the knowledge variable. The reason for learning English was not found to have an effect on the knowledge of e-resources.

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“…Tezin yazıldığı dil de, pek çok araştırma tarafından bu süreci etkileyen bir faktör olarak ele alınmıştır. Kendi anadilinde tez yazan öğrenciler için bile zor olan tez süreci farklı bir dilde tez yazmaya çalışan öğrenciler için hiç şüphesiz çok daha zor bir süreçtir (Allison, Cooley, Lewkowicz ve Nunan, 1998;Bitchener ve Basturkmen, 2006;Cadman, 1997;Gürel, 2011;Paltridge, 1997).…”

Section: Introductionunclassified

Tez sürecinde karşılaşılan zorluklar

Yildirim¹,

Onaylı²

2017

Eğitim Bilimlerinde Yenilikler Ve Nitelik Arayışı

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Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students

Cited by 63 publications

References 16 publications

The Focus of Supervisor Written Feedback to Thesis/Dissertation Students

The Focus of Supervisor Written Feedback to Thesis/Dissertation Students

An Investigation into Saudi Students’ Knowledge of and Attitudes towards E-resources on BBC Learning English

Tez sürecinde karşılaşılan zorluklar

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