Understanding Arab Students' Challenges, Strategy Use and Future Vision While Writing Their Masters Dissertations at a UK University: A Qualitative Inquiry

Autor/in	Hajar, Anas
Titel	Understanding Arab Students' Challenges, Strategy Use and Future Vision While Writing Their Masters Dissertations at a UK University: A Qualitative Inquiry
Quelle	In: Innovation in Language Learning and Teaching, 12 (2018) 3, S.260-273 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2016.1199555
Schlagwörter	Foreign Countries; Graduate Students; Foreign Students; Arabs; Study Abroad; Masters Theses; Writing (Composition); Writing Processes; Qualitative Research; Learning Strategies; Writing Strategies; English (Second Language); Semi Structured Interviews; Supervisors; Alternative Assessment; Supervisor Supervisee Relationship; Peer Influence; Time Management; Security (Psychology); United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Arab; Araber; Studies abroad; Auslandsstudium; Schreibübung; Qualitative Forschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zeitmanagement; Security; Psychology; Sicherheit; Großbritannien
Abstract	This paper aims to explore the strategic learning efforts and future vision of a group of Arab postgraduate students studying in a British University while writing a dissertation in English (about 15,000-20,000 words). It is guided by Dörnyei's [2009. "The L2 Motivational Self System." In "Motivation, Language Identity and the L2 Self," Chapter 2, edited by Z. Dörnyei and E. Ushioda, 9-42. Bristol: Multilingual Matters] concept of 'possible selves', and Hajar's [2016. "Motivated by Visions: A Tale of a Rural Learner of English." "The Language Learning Journal" 1-17. doi:10.1080/09571736.2016.1146914.] distinction between compulsory and voluntary strategies. Semi-structured interviews with each participant were used to collect data. The data suggest that the participants' language learning goals and associated strategy use for writing a dissertation were essentially influenced by the practices of their dissertation supervisors, who seemed to adopt a 'dynamic assessment' approach. The adoption of dynamic assessment by most supervisors helped the participants to strengthen the vision of their ideal L2 self, and make their goals clearer and more specific. From this qualitative study, practical recommendations to develop the effectiveness (quality) of Masters dissertation supervision at UK universities were made, and areas for ongoing research were suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01