An Investigation Into the Challenges Faced by English-Majored Students in Writing Ma Theses

This study investigated the challenges that English-majored students faced when writing their MA graduation theses and explored supervisors’ suggestions to improve thesis quality. Writing an MA thesis played a crucial role in developing research skills, yet many students struggled with various components such as referencing, literature review, introduction, and methodology. Data were collected through a thirty-seven-item questionnaire answered by 30 MA students and interviews conducted with 6 experienced supervisors, both face-to-face and via phone. The findings revealed that referencing caused the greatest difficulty, followed by issues with the literature review and methodology sections. In contrast, students rarely struggled with the title and discussion parts. Most students felt confused at the beginning of the writing process and did not know how to start. Supervisors emphasized the importance of early instruction in research methodology, clear guidelines, structured schedules, and ongoing support throughout the thesis process. They also recommended tools like thesis-writing guidebooks and the use of positive feedback to enhance student motivation. The study suggested that universities should provide systematic support, including supervisor training and student workshops, to address these common challenges. These measures helped students meet deadlines, improved writing quality, and made the thesis process more effective for both students and supervisors. Article visualizations: