THESIS WRITING CHALLENGES AND STRATEGIES OF MASTER’S STUDENTS IN SOCIAL SCIENCES AT AN ENGLISH MEDIUM OF INSTRUCTION (EMI) UNIVERSITY IN KAZAKHSTAN

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dc.contributor.authorNurlan, Ulpan
dc.date.accessioned2024-07-22T10:20:53Z
dc.date.available2024-07-22T10:20:53Z
dc.date.issued2024-05
dc.description.abstractMaster’s theses are important because they communicate students’ research skills and signify their key contributions to the field. However, thesis writing poses challenges for many students, particularly non-native English graduates. Evidence from a Kazakhstani EMI University’s 2023 exit survey supports this by revealing that 40% of graduate students struggled with thesis writing (Graduate Exit Survey Reports, n.d.). This study is significant because identifying and addressing students’ challenges can help to introduce and improve effective practices and policies in EMI HEIs. Another significance is that few studies have been conducted in Kazakhstan on students’ thesis writing challenges and little is known about the causes of these challenges. Thus, the present study aims to explore the challenges faced by second-year master’s students with thesis writing at an EMI university, the causes of these challenges, and their coping strategies. Drawing on prior theories, this study used a qualitative phenomenological research design and conducted one-to-one semi-structured interviews with 11 master’s students. The findings revealed that graduate students encountered rhetorical, emotional, behavioral, and social challenges while writing their theses. They attributed these challenges to competing commitments and poor time management skills, lack of prior knowledge and experience, language-related causes, and cultural differences. The findings also revealed that students employed cognitive, affective, metacognitive, and social strategies to overcome these challenges. The findings suggest that administrators, supervisors, and English instructors should play a more active role in supporting master’s students in the thesis writing process. These findings also highlight the need for systematic pedagogical and psychological support for students studying in EMI programs throughout their thesis writing process.
dc.identifier.citationNurlan, U. (2024). Thesis Writing Challenges and Strategies of Master’s Students in Social Sciences at an English Medium of Instruction (EMI) University in Kazakhstan. Nazarbayev University Graduate School of Education
dc.identifier.urihttps://nur.nu.edu.kz/handle/123456789/8122
dc.language.isoen
dc.publisherNazarbayev University Graduate School of Education
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/
dc.subjectType of access: Embargo
dc.subjectthesis writing
dc.subjectchallenges
dc.subjectKazakhstan
dc.subjectEMI University
dc.subjectstrategies
dc.titleTHESIS WRITING CHALLENGES AND STRATEGIES OF MASTER’S STUDENTS IN SOCIAL SCIENCES AT AN ENGLISH MEDIUM OF INSTRUCTION (EMI) UNIVERSITY IN KAZAKHSTAN
dc.typeMaster`s thesis

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