Araştırma Makalesi
EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS
Öz
Along with the substantial spread of English in scholarly publishing (Canagarajah, 2002), there are more thesis studies in the English language. However, the already-challenging-process of thesis writing becomes harder when written in a foreign language. Considering the essence of theses in academia, it holds paramount significance to reveal how writers proceed in the process from several perspectives. Despite some studies in the literature examining thesis writing processes, little is known about supervisor support and the impact of power relations embedded in the process. The aim of this study is to explore thesis writing processes from the perspectives of supervisees and supervisors with a focus on (1) supervisor support, and (2) power relations in the supervision processes. In this qualitative study, semi-structured interviews were conducted with four supervisors and 13 supervisees. Content analysis was used to analyse all the data collected. The findings revealed the participants’ perceptions regarding the supervisor’s role and support areas, the feedback process, and the impact of supervisor-supervisee relationships.
Anahtar Kelimeler
Academic writing MA thesis writing thesis supervisor power relations
Etik Beyan
Disclosure Statements 1. The authors of this article confirm that their work complies with the principles of research and publication ethics. 2. No potential conflict of interest was reported by the authors. 3. This article was screened for potential plagiarism using a plagiarism screening program.
Destekleyen Kurum
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Proje Numarası
-
Teşekkür
-
Kaynakça
- Bakhou, B., &Bouhania, B. (2020). “A Qualitative Inquiry into the Difficulties Experienced by Algerian EFL Master Students in Thesis Writing: ‘Language Is Not the Only Problem’”, Arab World English Journal (AWEJ), 11/2, 243-257. https://dx.doi.org/10.24093/awej/vol11no2.17
- Belcher, D. D. (2007). “Seeking Acceptance in An English-Only Research World”, Journal of Second Language Writing, 16/1, 1-22. https://doi.org/10.1016/j.jslw.2006.12.001
- Bitchener, J., &Baştürkmen, H. (2006). “Perceptions Of the Difficulties of Postgraduate L2 Thesis Students Writing The Discussion Section”, Journal of English for Academic Purposes, 5/1, 4-18. https://doi.org/10.1016/j.jeap.2005.10.002
- Canagarajah, A. S. (2002). Critical Academic Writing and Multilingual Students, Ann Arbor, University of Michigan Press.
- Casanave, C. P., & Hubbard, P. (1992). “The Writing Assignments and Writing Problems of Doctoral Students: Faculty Perceptions, Pedagogical Issues, and Needed Research”, English for Specific Purposes, 11/1, 33-49. https://doi.org/10.1016/0889-4906(92)90005-U
- Chang, E. C. (2007). An Investigation into The Thesis/Dissertation Writing Experiences of Mandarin-Speaking Master’s Students In New Zealand (Unpublished master’s thesis). Auckland University of Technology, Auckland, New Zealand.
- Cotterall, S. (2011). “Doctoral Students Writing: Where Is the Pedagogy?”, Teaching in Higher Education, 16/4, 413-425. https://doi.org/10.1080/13562517.2011.560381
- Diezmann, C. M. (2005). “Supervision and Scholarly Writing: Writing to Learn- Learning To Write”, Reflective Practice, 6/4, 443–457. https://doi.org/10.1080/14623940500300491
- Fitria, T. N. (2022). “Analysis of EFL Students’ Difficulties in Writing And Completing English Thesis”, LLT Journal: A Journal on Language and Language Teaching, 25/1, 295–309. https://doi.org/10.24071/llt.v25i1.3607
- Flowerdew, J. (2000). “Discourse Community, Legitimate Peripheral Participation, and The Nonnative English Speaking Scholar”, TESOL Quarterly, 34/1, 127–150. https://doi.org/10.2307/3588099
- Frischer, J., & Larsson, K. (2000). “Laissez-Faire In Research Education—An Inquiry Into A Swedish Doctoral Program”, Higher Education Policy, 13/2, 131-155. https://doi.org/10.1016/S0952-8733(99)00022-7
- Gedamu, A. D. (2018). “TEFL Graduate Supervisees' Views of Their Supervisors' Supervisory Styles and Satisfaction with Thesis Supervision”, Iranian Journal of Language Teaching Research, 6/1, 63-74.
- Grant, B. (2003). “Mapping the Pleasures and Risks of Supervision”, Discourse, 24/2, 175-190. https://doi.org/10.1080/01596300303042
- Grant, B. (2008). “Agonistic Struggle: Master-Slave Dialogues in Humanities Supervision”, Arts and Humanities in Higher Education, 7/1, 9-27. https://doi.org/10.1177/14740222070848
- Harwood, N., & Petrić, B. (2020). “Adaptive Master’s Dissertation Supervision: A Longitudinal Case Study”, Teaching in Higher Education, 25/1, 68-83, https://doi.org/10.1080/13562517.2018.1541881
- Hey-Cunningham, A. J., Ward, M. H., & Miller, E. J. (2020). “Making the Most of Feedback for Academic Writing Development in Postgraduate Research: Pilot of a Combined Programme for Students and Supervisors”, Innovations in Education and Teaching International, 1–13. https://doi.org/10.1080/14703297.2020.1714472
- Ho, M. C. (2013). “The Difficulties in Disciplinary Research Writing: A Case Study of First Year Graduate Students in Taiwan”, Journal of Teaching and Teacher Education, 2/4, 77-87.
- Hsieh, H. F., & Shannon, S. E. (2005). “Three Approaches to Qualitative Content Analysis”, Qualitative Health Research, 15/9, 1277-88. https://doi.org/10.1177/1049732305276687
- Inman, A. G., Schlosser, L. Z., Ladany, N., Howard, E. E., Boyd, D. L., Altman, A. N., & Stein, E. P. (2011). “Advisee Nondisclosures in Doctoral-Level Advising Relationships”, Training and Education in Professional Psychology, 5/3, 149–159. https://doi.org/10.1037/a0024022
- Ives, G., & Rowley, G. (2005). “Supervisor Selection or Allocation and Continuity of Supervision: PhD Students’ Progress and Outcomes”, Studies in Higher Education, 30/5, 535–555. https://doi.org/10.1080/03075070500249161
- Kamler, B. (2008). “Rethinking Doctoral Publication Practices: Writing from and beyond the Thesis”, Studies in Higher Education, 33/3, 283-294. https://doi.org/10.1080/03075070802049236
- Komba, S. C. (2016). “Challenges of Writing Theses and Dissertations among Postgraduate Students in Tanzanian Higher Learning Institutions”, International Journal of Research Studies in Education, 5/3, 71-80. https://doi.org/10.5861/Ijrse.2015.1280
- Lestari, D. M. (2020). "An Analysis of The Students’ Difficulties in Writing Undergraduate Thesis at English Education Study Program of Muhammadiyah University of Bengkulu”, Premise: Journal of English Education and Applied Linguistics, 9/1, 17–29. https://doi.org/10.24127/Pj.V9i1.2588
- Li, L. Y., &Vandermensbrugghe, J. (2011). “Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group”, Innovations in Education and Teaching International, 48/2, 195-205. https://doi.org/10.1080/14703297.2011.564014
- Liu, C., & Harwood, N. (2022). “Understandings of The Role of The One-To-One Writing Tutor in a UK University Writing Centre: Multiple Perspectives”, Written Communication, 39/2, 228-275. https://doi.org/10.1177/07410883211069057
- Manathunga, C. (2007). “Supervision as Mentoring: The Role of Power and Boundary Crossing”, Studies in Continuing Education, 29/2, 207-221. https://doi.org/10.1080/01580370701424650
- Miles, M, B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook, 2nd Edition, Thousand Oaks, Sage Publications.
- Paltridge, B. (2002). “Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice”, English for Specific Purposes, 21/2, 125–143. https://doi.org/10.1016/S0889-4906(00)00025-9
- Richards, K. (2003). Qualitative Inquiry in TESOL, Basingstoke, Palgrave Macmillan.
- Rogers, P., Zawacki, T. M., & Baker, S. (2016). “Uncovering Challenges and Pedagogical Complications in Dissertation Writing and Supervisory Practices: A Multimethod Study of Doctoral Students and Advisors”, Supporting Graduate Student Writers, (Eds: Simpson et al.), University of Michigan Press, Ann Arbor.
- Saehu, A. (2013). “An Analysis of English Thesis Writing: A Case Study of English Department of Uin Sunan Gunungdjati Bandung”, English Review: Journal of English Education, 2/1, 84-91.
- Strauss, P. (2012). “‘The English Is Not the Same’: Challenges in Thesis Writing for Second Language Speakers of English”, Teaching In Higher Education, 3/17, 283-293. https://doi.org/10.1080/13562517.2011.611871
- Thielmann, W. (2007). “Power and Dominance in Intercultural Communication”, Handbook of Intercultural Communication, (Eds: H. Kotthoff and H. Spencer- Oatey), De Gruyter, Berlin.
- White, K. (1998). “Thesis Writing for Supervisors”, Quality in Postgraduate Research: Managing the New Agenda, (Eds: M. Kiley and G. Mullins), University of Adelaide, Adelaide.
- Wisker, G., Robinson, G., Trafford, V., Warnes, M., & Creighton, E. (2003). “From Supervisory Dialogues to Successful PhDs: Strategies Supporting and Enabling the Learning Conversations of Staff and Students at Postgraduate Level”, Teaching in Higher Education, 8/3, 383-397. https://doi.org/10.1080/13562510309400
- Yıldırım, S. (2020). Graduate-Level Thesis Writing in a Second Language: Perspectives of Students and Advisors (Unpublished Master’s Thesis). Boğaziçi University, İstanbul, Turkey.
- Yu, S. (2020). “Giving Genre-Based Peer Feedback in Academic Writing: Sources of Knowledge and Skills, Difficulties and Challenges”, Assessment & Evaluation in Higher Education, 46/1, 36-53. https://doi.org/10.1080/02602938.2020.1742872
- Zhang, Y. O., & Hyland, K. (2021). “Advice-Giving, Power and Roles in Theses Supervisions”, Journal of Pragmatics, 172, 35–45. https://doi.org/10.1016/j.pragma.2020.11.002
TÜRKİYE'DEKİ BİR İNGİLİZCE ÖĞRETİM PROGRAMINDA TEZ YAZMA SÜRECİNİN İNCELENMESİ: DANIŞMAN DESTEĞİ VE GÜÇ İLİŞKİLERİ
Öz
İngilizcenin dil olarak akademik yayınlarda gittikçe yaygınlaşması ile (Canagarajah, 2002), bu dilde daha fazla tez çalışmasının ortaya çıktığı görülmektedir. Ancak, zaten zorlu olan tez yazma süreci, yabancı dilde yazıldığında daha da zorlaşmaktadır. Tezlerin akademideki önemi düşünüldüğünde, yazarların bu süreçte nasıl ilerlediklerini çeşitli açılardan ortaya koymak büyük önem taşımaktadır. Literatürde tez yazım süreçlerini inceleyen bazı çalışmalar olmasına rağmen, danışman desteği ve süreç içerisindeki güç ilişkilerinin etkisi hakkında çok fazla şey bilinmemektedir. Bu çalışmanın amacı, (1) danışman desteği ve (2) danışmanlık süreçlerindeki güç ilişkilerine odaklanarak tez yazma süreçlerini danışanların ve danışmanlarının gözünden incelemektir. Bu nitel çalışmada, dört danışan ve 13 danışman ile yarı-yapılandırılmış görüşmeler yapılmıştır. Elde edilen tüm veriler içerik analizi kullanılarak analiz edilmiştir. Bulgular, katılımcıların tez yazımında danışmanın rolü ve destek alanları, geri bildirim süreci ve danışan-danışman ilişkilerinin etkisine ilişkin algılarını ortaya koymuştur.
Anahtar Kelimeler
Etik Beyan
Beyan ve Açıklamalar 1. Bu çalışmanın yazarları, araştırma ve yayın etiği ilkelerine uyduklarını kabul etmektedirler. 2. Yazarlar tarafından herhangi bir çıkar çatışması beyan edilmemiştir. 3. Bu çalışma, intihal tarama programı kullanılarak intihal taramasından geçirilmiştir
Destekleyen Kurum
-
Proje Numarası
-
Teşekkür
-
Kaynakça
- Bakhou, B., &Bouhania, B. (2020). “A Qualitative Inquiry into the Difficulties Experienced by Algerian EFL Master Students in Thesis Writing: ‘Language Is Not the Only Problem’”, Arab World English Journal (AWEJ), 11/2, 243-257. https://dx.doi.org/10.24093/awej/vol11no2.17
- Belcher, D. D. (2007). “Seeking Acceptance in An English-Only Research World”, Journal of Second Language Writing, 16/1, 1-22. https://doi.org/10.1016/j.jslw.2006.12.001
- Bitchener, J., &Baştürkmen, H. (2006). “Perceptions Of the Difficulties of Postgraduate L2 Thesis Students Writing The Discussion Section”, Journal of English for Academic Purposes, 5/1, 4-18. https://doi.org/10.1016/j.jeap.2005.10.002
- Canagarajah, A. S. (2002). Critical Academic Writing and Multilingual Students, Ann Arbor, University of Michigan Press.
- Casanave, C. P., & Hubbard, P. (1992). “The Writing Assignments and Writing Problems of Doctoral Students: Faculty Perceptions, Pedagogical Issues, and Needed Research”, English for Specific Purposes, 11/1, 33-49. https://doi.org/10.1016/0889-4906(92)90005-U
- Chang, E. C. (2007). An Investigation into The Thesis/Dissertation Writing Experiences of Mandarin-Speaking Master’s Students In New Zealand (Unpublished master’s thesis). Auckland University of Technology, Auckland, New Zealand.
- Cotterall, S. (2011). “Doctoral Students Writing: Where Is the Pedagogy?”, Teaching in Higher Education, 16/4, 413-425. https://doi.org/10.1080/13562517.2011.560381
- Diezmann, C. M. (2005). “Supervision and Scholarly Writing: Writing to Learn- Learning To Write”, Reflective Practice, 6/4, 443–457. https://doi.org/10.1080/14623940500300491
- Fitria, T. N. (2022). “Analysis of EFL Students’ Difficulties in Writing And Completing English Thesis”, LLT Journal: A Journal on Language and Language Teaching, 25/1, 295–309. https://doi.org/10.24071/llt.v25i1.3607
- Flowerdew, J. (2000). “Discourse Community, Legitimate Peripheral Participation, and The Nonnative English Speaking Scholar”, TESOL Quarterly, 34/1, 127–150. https://doi.org/10.2307/3588099
- Frischer, J., & Larsson, K. (2000). “Laissez-Faire In Research Education—An Inquiry Into A Swedish Doctoral Program”, Higher Education Policy, 13/2, 131-155. https://doi.org/10.1016/S0952-8733(99)00022-7
- Gedamu, A. D. (2018). “TEFL Graduate Supervisees' Views of Their Supervisors' Supervisory Styles and Satisfaction with Thesis Supervision”, Iranian Journal of Language Teaching Research, 6/1, 63-74.
- Grant, B. (2003). “Mapping the Pleasures and Risks of Supervision”, Discourse, 24/2, 175-190. https://doi.org/10.1080/01596300303042
- Grant, B. (2008). “Agonistic Struggle: Master-Slave Dialogues in Humanities Supervision”, Arts and Humanities in Higher Education, 7/1, 9-27. https://doi.org/10.1177/14740222070848
- Harwood, N., & Petrić, B. (2020). “Adaptive Master’s Dissertation Supervision: A Longitudinal Case Study”, Teaching in Higher Education, 25/1, 68-83, https://doi.org/10.1080/13562517.2018.1541881
- Hey-Cunningham, A. J., Ward, M. H., & Miller, E. J. (2020). “Making the Most of Feedback for Academic Writing Development in Postgraduate Research: Pilot of a Combined Programme for Students and Supervisors”, Innovations in Education and Teaching International, 1–13. https://doi.org/10.1080/14703297.2020.1714472
- Ho, M. C. (2013). “The Difficulties in Disciplinary Research Writing: A Case Study of First Year Graduate Students in Taiwan”, Journal of Teaching and Teacher Education, 2/4, 77-87.
- Hsieh, H. F., & Shannon, S. E. (2005). “Three Approaches to Qualitative Content Analysis”, Qualitative Health Research, 15/9, 1277-88. https://doi.org/10.1177/1049732305276687
- Inman, A. G., Schlosser, L. Z., Ladany, N., Howard, E. E., Boyd, D. L., Altman, A. N., & Stein, E. P. (2011). “Advisee Nondisclosures in Doctoral-Level Advising Relationships”, Training and Education in Professional Psychology, 5/3, 149–159. https://doi.org/10.1037/a0024022
- Ives, G., & Rowley, G. (2005). “Supervisor Selection or Allocation and Continuity of Supervision: PhD Students’ Progress and Outcomes”, Studies in Higher Education, 30/5, 535–555. https://doi.org/10.1080/03075070500249161
- Kamler, B. (2008). “Rethinking Doctoral Publication Practices: Writing from and beyond the Thesis”, Studies in Higher Education, 33/3, 283-294. https://doi.org/10.1080/03075070802049236
- Komba, S. C. (2016). “Challenges of Writing Theses and Dissertations among Postgraduate Students in Tanzanian Higher Learning Institutions”, International Journal of Research Studies in Education, 5/3, 71-80. https://doi.org/10.5861/Ijrse.2015.1280
- Lestari, D. M. (2020). "An Analysis of The Students’ Difficulties in Writing Undergraduate Thesis at English Education Study Program of Muhammadiyah University of Bengkulu”, Premise: Journal of English Education and Applied Linguistics, 9/1, 17–29. https://doi.org/10.24127/Pj.V9i1.2588
- Li, L. Y., &Vandermensbrugghe, J. (2011). “Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group”, Innovations in Education and Teaching International, 48/2, 195-205. https://doi.org/10.1080/14703297.2011.564014
- Liu, C., & Harwood, N. (2022). “Understandings of The Role of The One-To-One Writing Tutor in a UK University Writing Centre: Multiple Perspectives”, Written Communication, 39/2, 228-275. https://doi.org/10.1177/07410883211069057
- Manathunga, C. (2007). “Supervision as Mentoring: The Role of Power and Boundary Crossing”, Studies in Continuing Education, 29/2, 207-221. https://doi.org/10.1080/01580370701424650
- Miles, M, B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook, 2nd Edition, Thousand Oaks, Sage Publications.
- Paltridge, B. (2002). “Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice”, English for Specific Purposes, 21/2, 125–143. https://doi.org/10.1016/S0889-4906(00)00025-9
- Richards, K. (2003). Qualitative Inquiry in TESOL, Basingstoke, Palgrave Macmillan.
- Rogers, P., Zawacki, T. M., & Baker, S. (2016). “Uncovering Challenges and Pedagogical Complications in Dissertation Writing and Supervisory Practices: A Multimethod Study of Doctoral Students and Advisors”, Supporting Graduate Student Writers, (Eds: Simpson et al.), University of Michigan Press, Ann Arbor.
- Saehu, A. (2013). “An Analysis of English Thesis Writing: A Case Study of English Department of Uin Sunan Gunungdjati Bandung”, English Review: Journal of English Education, 2/1, 84-91.
- Strauss, P. (2012). “‘The English Is Not the Same’: Challenges in Thesis Writing for Second Language Speakers of English”, Teaching In Higher Education, 3/17, 283-293. https://doi.org/10.1080/13562517.2011.611871
- Thielmann, W. (2007). “Power and Dominance in Intercultural Communication”, Handbook of Intercultural Communication, (Eds: H. Kotthoff and H. Spencer- Oatey), De Gruyter, Berlin.
- White, K. (1998). “Thesis Writing for Supervisors”, Quality in Postgraduate Research: Managing the New Agenda, (Eds: M. Kiley and G. Mullins), University of Adelaide, Adelaide.
- Wisker, G., Robinson, G., Trafford, V., Warnes, M., & Creighton, E. (2003). “From Supervisory Dialogues to Successful PhDs: Strategies Supporting and Enabling the Learning Conversations of Staff and Students at Postgraduate Level”, Teaching in Higher Education, 8/3, 383-397. https://doi.org/10.1080/13562510309400
- Yıldırım, S. (2020). Graduate-Level Thesis Writing in a Second Language: Perspectives of Students and Advisors (Unpublished Master’s Thesis). Boğaziçi University, İstanbul, Turkey.
- Yu, S. (2020). “Giving Genre-Based Peer Feedback in Academic Writing: Sources of Knowledge and Skills, Difficulties and Challenges”, Assessment & Evaluation in Higher Education, 46/1, 36-53. https://doi.org/10.1080/02602938.2020.1742872
- Zhang, Y. O., & Hyland, K. (2021). “Advice-Giving, Power and Roles in Theses Supervisions”, Journal of Pragmatics, 172, 35–45. https://doi.org/10.1016/j.pragma.2020.11.002
Toplam 38 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | İkinci Bir Dil Olarak İngilizce |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Proje Numarası | - |
| Erken Görünüm Tarihi | 22 Kasım 2023 |
| Yayımlanma Tarihi | 22 Kasım 2023 |
| Kabul Tarihi | 6 Kasım 2023 |
| Yayımlandığı Sayı | Yıl 2023 Sayı: 59 |
Kaynak Göster
- Makale Dosyaları