Thesis and Dissertation Writing

Thompson, Paul

doi:10.1002/9781118339855.ch15

Cited by 14 publications

(10 citation statements)

References 42 publications

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“…Higher education institutions in non-English countries frequently provide instruction in English for Specific Purposes to meet the expected language needs of their students, whether in academic, professional, or vocational for example, a career in the economy, international banking, tourism, or hospitality (Charles 2013;Thompson 2013). EFL classes in higher education are now designed in two learning steps (Çelik et al2018).…”

Section: Introductionmentioning

confidence: 99%

Teaching Basic English in Higher Education: Effective EFL teaching through students’ lens.

Syahrir¹,

Hartina²

2023

IDEAS

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This study is quantitative-descriptive that applying a questionnaire to explore undergraduate students’ expectations and preferences in EFL teaching-learning activities. A convenience sample of 120 first-year university undergraduates at the start of their university life was used. They were enrolled in an Economic students degree course at an Indonesian university. The questionnaire focused on students' experiences and perceptions concerning teaching and learning strategies, students’ growth skills, the quality of English lecturers, and the students’ suggestions toward the Teaching-Learning Process. The data collected were calculated as percentages and discussed. The majority of the students preferred projects as effective teaching-learning strategies. Grammar was considered the most growth skill. Furthermore, good teaching skills and knowledgeable were reckoned as the most favorable qualities of an English teacher. They recommended more fun activities, fewer assignments, seek for other fun activities, and using online applications.

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Section: Introductionmentioning

confidence: 99%

Teaching Basic English in Higher Education: Effective EFL teaching through students’ lens.

Syahrir¹,

Hartina²

2023

IDEAS

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“…Writing is an activity to deliver messages such as ideas, feelings and information in writing to others. As a form of verbal communication, writing involves the element of the writer as the conveyor of the message, message or content of the writing, the writing channel and the reader as the recipient of the message (Thompson, 2013;Harmer, 2008). As a language skill writing is a complex activity, the writer compiles and organizes the contents of his writing and pouring in the formulation of various written languages and other writing conventions as a means of indirect communication (Dykstra, n.d.;Tarigan, 2008:3).…”

Section: Introductionmentioning

confidence: 99%

Picture Word Inductive Model to Improve the Ability of the Procedure Writing of MTs Students

Nuning¹

2020

ijoltl

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This study aims to improve the students’ outcomes in learning to write English procedural texts through the Picture Word Inductive Model (PWIM). The research subjects were 27 students of MTs Negeri 1 Jepara. This research was conducted in 3 cycles in which the students worked in groups of four. In first cycle, the students describe a picture of a certain food or drink menu using the PWIM, while in second cycle the students explain the procedure of making food/drink recipes as in cycle 1. In the third cycle, the students ask for or provide information on food/beverage recipes using the PWIM. Data collection was carried out simultaneously with observation during the action, while the data analysis was carried out simultaneously at the time of reflection on the action. From the results of analysis/reflection, it reveals whether the action will be terminated (if it has reached the target) or continues to achieve the target. The data analysis was performed using the triangulation method. The results showed that there was an increase in student learning outcomes in participating in learning English writing with the PWIM. In the original situation, there were only 8 students (22.22%) out of 27 students who could describe certain objects/people/ places. In the first cycle of action, there were 10 students (37.04%) who could make the procedure text more correctly. In the second cycle, 17 students (62.96%) could write procedural texts correctly. In the third cycle, there was an increase in student learning outcomes. There were 27 students (100%) who could write the procedural text correctly.

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“…Writing a dissertation as a specific genre is a challenging task for ESL students because of the linguistic complexities, the size of the text, and the high standards of language use that must be met in writing a dissertation (Thompson 2012, Dong 1998. This challenging task is particularly difficult for ESL students in writing Integrated Results and Discussion chapters of dissertations.…”

Section: Introductionmentioning

confidence: 99%

“…According to Thompson (2012), writing Results and Discussion chapter of dissertations is difficult for ESL students because of their unfamiliarity with the rhetorical conventions of the target language. According to Hyland (2004: 15), move analysis research assists to critically appraise texts and consequently, it raises ESL students' awareness of "how texts actually work as communication".…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Rhetorical Structure of Integrated Results and Discussion Chapter in Master’s Dissertations Across Disciplines

Dastjerdi¹,

Tan²,

Abdullah³

2017

D&I

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Writing a dissertation is the most challenging task for students, especially the Integrated Results and Discussion chapter. One solution would be to offer them a template of the rhetorical flow of this chapter. However, to date, a limited number of studies have been conducted on the rhetorical movement of this chapter. Therefore, the rhetorical units of Integrated Results and Discussion chapters of 40 Master's dissertations in the hard and soft science disciplines obtained from a Malaysian local public university were investigated. The findings indicated that this chapter focused predominantly on presenting the results followed by commenting on them. Disciplinary variation was observed in the use of 'referring to previous research' and 'making overt claims or generalizations' which were observed more in the dissertations in the soft sciences. Besides, 'invalidating results' was found more in the dissertations in the hard sciences. To conclude, knowing the prevalent moves may heighten the awareness of novice postgraduate students to align their writing to the academic writing conventions. Furthermore, awareness on the disciplinary variations of the use of certain rhetorical moves would sensitize novice writers to the preferred disciplinary style of writing Integrated Results and Discussion chapter.

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Thesis and Dissertation Writing

Cited by 14 publications

References 42 publications

Teaching Basic English in Higher Education: Effective EFL teaching through students’ lens.

Teaching Basic English in Higher Education: Effective EFL teaching through students’ lens.

Picture Word Inductive Model to Improve the Ability of the Procedure Writing of MTs Students

Rhetorical Structure of Integrated Results and Discussion Chapter in Master’s Dissertations Across Disciplines

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