(In)effective Thesis Writing and Supervision: (Lost) Opportunity for Learning

Authors

  • Madhu Neupane Bastola Tribhuvan University, Kirtipur, Kathmandu, Nepal
  • Bal Mukunda Bhandari Tribhuvan University, Kirtipur, Kathmandu, Nepal

DOI:

https://doi.org/10.3126/seltal.v1i1.40604

Keywords:

thesis writing, supervisors' and students' perceptions, effectiveness of feedback, student engagement

Abstract

Correction: The first author's name was mis-spelt on the webpage. On 18th November 2021, 'Bastika' was changed to 'Bastola'. The PDF remains correct.

Thesis writing requires a wide range of reading, the skill of critiquing, a good skill of academic writing, and a proper collaboration of student and supervisor; however, it is poorly understood, less explored, and replete with problems. In this paper, we present the merits of thesis writing, supervisors' and students' commonly held perceptions, the effectiveness of supervisory feedback, and the value of student engagement. Then we present two components of thesis writing (i.e., introduction and literature review, including theoretical framework). Considering the need of the novice researchers (i.e., master's students) who are writing their thesis for the first time, we present these two components' introduction and provide suggestions for supervisors. We also present commonly used language features and examples. This paper is expected to be beneficial to students and supervisors alike.

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Published

2021-10-31

How to Cite

Bastola, M. N., & Bhandari, B. M. (2021). (In)effective Thesis Writing and Supervision: (Lost) Opportunity for Learning. Studies in ELT and Applied Linguistics, 1(1), 8–28. https://doi.org/10.3126/seltal.v1i1.40604

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Section

Articles