Exploring Postgraduate Students' Challenges and Strategy Use While Writing a Master's Thesis in an English-Medium University in Kazakhstan

Autor/inn/en	Hajar, Anas; Mhamed, Ali Ait Si
Titel	Exploring Postgraduate Students' Challenges and Strategy Use While Writing a Master's Thesis in an English-Medium University in Kazakhstan
Quelle	In: Tertiary Education and Management, 27 (2021) 3, S.187-207 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hajar, Anas) ORCID (Mhamed, Ali Ait Si)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1007/s11233-021-09072-6
Schlagwörter	Graduate Students; Student Experience; Masters Theses; Writing (Composition); Learning Strategies; Universities; Language of Instruction; English (Second Language); Supervision; Supervisor Supervisee Relationship; Expectation; Communication Problems; Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studienerfahrung; Schreibübung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; University; Universität; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Expectancy; Erwartung; Kommunikationsbarriere; Ausland; Kasachstan
Abstract	With the growth of English medium instruction (EMI) on a global level, the number of multilingual students writing their master's theses in English is increasing. However, research on students' experiences of writing them in English in non-English speaking contexts is scarce. This paper reports on the challenges and strategic learning efforts of eight Kazakhstani students while working on their master's thesis projects in a Kazakhstani EMI university. The qualitative data collected from a written narrative and three subsequent semi-structured interviews revealed that almost all the participants had a clear preference for a directive supervision style, whereby supervisors give stage-by-stage guidance. The result was a clash of expectations, miscommunication and confusion between supervisors and supervisees in some cases, especially since most supervisors come from English-speaking countries. Two participants, however, favoured a "laissez-faire" supervisory style where the supervisor orchestrated their supervisees' learning efforts implicitly by giving them room to work independently. All participants also articulated certain effective strategies to confront the diverse challenges associated with constructing a new identity for themselves as researchers, time management, and 'imposter syndrome'. From this qualitative study, practical recommendations for developing the effectiveness (quality) of master's thesis supervision in EMI universities are made. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01