How BA Students Perceive Graduation Thesis Writing Process: A Qualitative Inquiry

  • Şakire Erbay Çetinkaya Karadeniz Technical University
  • Selma Yılmaz
Keywords: challenges, thesis writing, senior students, bachelor degree

Abstract

Education practices in a wide variety of contexts around the world show that senior students are required to write a thesis in English to have a Bachelors of Art degree in their field. The existing literature presents a number of studies focusing on challenges that doctoral and Master of Arts students have in due of thesis writing in English as a foreign language. However, seldom attention has been devoted to the perceptions of Bachelor of Arts students about the graduation thesis writing process, and key to the forward is an investigation of these possible challenges on which suggestions for improvements could be based and which could help readers see the existing camp in full colour. With the aim of filling this void, the current qualitative survey study with semi-structured in-depth interviews was designed to investigate the twelve BA candidates’ perspective in a north-eastern state university of Turkey. The findings obtained by an in-depth content analysis show that the perspective graduates are confronted with difficulties related to language, writing and style, research methodology, the research topic as well as personal matters. The study is intended to contribute to universities for better education practices and to respond to the emerging need in the body of the literature that necessitates far-reaching discussions regarding BA practices.

Downloads

Download data is not yet available.

References

Akbulut, H. I., Şahin Ç., & Çepni (2013). Doktora tez sürecinde karşılaşılan problemlerinb: Eğitim Fakültesi Öğreneği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (20), 50-69.
Arıkan, A. (2017). Araştırma yöntem ve teknikleri. Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Ltd. Şti.
Berlinck, R. G. S. (2011). The academic plagiarism and its punishments – A review. Brazilian Journal of Pharmacognosy, 21 (3), 365-372.
Bitchener, J. & Bastürkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5, 4-18.
Bryman, A. (2004). Social research methods, 2nd Ed., Oxford: Oxford University Press.
Cadman, K. (1997). Thesis writing for international students: A question of identity? English for Specific Purposes, 16, 3-14.
Carlin, R.E.T. (2013). Pre-service teachers’ beliefs about the roles of thesis supervisors: A case study. Gist Education and Learning Research Journal, 7, 74-92.
Chang, C. E., & Strauss, P. (2010). ‘Active agents of change?’ Mandarin-speaking students in New Zealand and the thesis writing process. Language and Education, 24 (5), 415-429.
Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches, 2nd Ed., Thousands Oaks: Sage Publications, Inc.
Fraenkel, Jack R. et al. (2009), How to design and evaluate research in education, 7th Ed., New York, NY: McGraw-Hill.
González-Chordá.,V.M., Mena-Tudela, D., Slas-Medina, P., Cervera-Gasch, A., Orts-Cortés, I., Maciá-Soler, L. (2016). Assessment of bachelor’s in a nursing degree with a rubric system: Development and validation study. Nurse Education Today, 37, 103-107
Gürel, N. (2011). Challenges of dissertation writing in the foreign language and strategies used: The perceptions of dissertation supervisors. Ekev Akademisi Dergisi, 49, 217-235.
Han, Y. (2014). An analysis of current graduation thesis writing by English majors in independent institute. English Language Teaching, 7(1), 120-127.
Kayaoğlu, M. N., Erbay, Ş., Flitner, C., & Saltaş, D. (2016). Examining students’ perceptions of plagiarism: A cross-cultural study at tertiary level. Journal of Further and Higher Education, 40(5), 682-705.
Kayaoğlu, M. & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Tarih Kültür ve Sanat Araştırmaları Dergisi, 2, 142-160.
Komba, S. C. (2015). Challenges of writing theses and dissertations among postgraduate students in Tanzanian higher learning institutions. International Journal of Research Studies in Education, 5(3).
Krippendorff, K. (2004). Content analysis: An introduction to its methodology, Sage.
Liu, L. (2015). A study of graduate thesis writing course for English undergraduates. Journal of Language Teaching and Research, 6(4), 836-841.
Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Studies in Higher Education, 42(3), 572-590.
Owens, A. (2009). A Guide to Writing a Senior Thesis in Sociology. Harvard: Harvard College.
Paltridge, B. (1997). Thesis and dissertation writing: Preparing ESL students for research. English for Specific Purposes, 16, 61-70.
Paltridge, B. (2002). Thesis and dissertation writing: an examination of published advice and actual practice. English for Specific Purposes, 21, 125-143.
Sadeghi, K. & Khajipasha, A. S. (2015). Thesis writing challenges for non-native MA students. Research in Post-Compulsory Education, 20, 357-373.
Silén, M. & Johansson, L. (2016). Aims and theoretical frameworks in nursing students’ bachelor’s theses in Sweden: A descriptive study. Nurse Education Today, 37, 91-96.
Ulusoy, H., Güler, G., Alkan, Ş., Güzel, S., & Karataş, Y. (2009). Bitirme tezi hazırlayan öğrencilerin yaşadıkları güçlükler. Cumhuriyet Medical Journal, 31(3), 204-210.
Wang, X., & Yang, L. (2012). Problems and strategies in learning to write a thesis proposal: A study of six MA students in a TEFL program. Chinese Journal of Applied Linguistics, 35(3), 324-41.
Published
2017-06-30
How to Cite
Erbay Çetinkaya, Şakire, & Yılmaz, S. (2017, June 30). How BA Students Perceive Graduation Thesis Writing Process: A Qualitative Inquiry. Journal of Narrative and Language Studies, 5(8), 46-58. Retrieved from http://nalans.com/index.php/nalans/article/view/66
Section
Articles