DOCTORAL DISSERTATIONS PRACTICED BY STUDENTS IN ENGLISH AS FOREIGN LANGUAGE (EFL) CONTEXTS: A COMPARATIVE CASE STUDY

Lilik, Ulfiati (2025) DOCTORAL DISSERTATIONS PRACTICED BY STUDENTS IN ENGLISH AS FOREIGN LANGUAGE (EFL) CONTEXTS: A COMPARATIVE CASE STUDY. S3 thesis, Universitas Jambi.

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Abstract

Doctoral dissertation practices can promote students’ research work and academic writing skills especially in the context of English as a foreign language. In the process of doctoral dissertation writing, students could apply both metacognitive knowledge to have a comprehensive understanding of their strengths and weaknesses in completing the dissertation tasks and metacognitive strategies to regulate their metacognitive knowledge. The comparative case study design was applied to in which the researcher generated qualitative data (the first phase) and followed up with content and genre analysis data (the second phase). The qualitative phase involved six participants from a doctoral school both in South East Asia (SEA) in Indonesia and Centre European (CE) country in Hungary. The qualitative data was collected through semi-structure interviews and analyzed using thematic analysis, while content and genre data was analyzed using thematic analysis. The findings revealed that the students in SEA and CE countries practiced metacognitive knowledge and metacognitive strategies in writing their doctoral dissertations. The content and genre analysis showed that majority of doctoral dissertation formats referred to Traditional-simple dissertation (four dissertations), a Hybrid (simple/manuscript) dissertation was written by SEA doctoral student, and a Hybrid (simple/manuscript) dissertation was made by CE doctoral student. The qualitative data analysis found that the students encountered problems in writing their dissertations namely writer’s block, procrastination, perfectionism, knowledge transforming, productivity, display expertise, pressure to publish, lack of knowledge to write literature review. In addition, the students employed some strategies in writing their doctoral dissertations such as social network, time management, supervisor’s feedback, and using technologies. The results of this study are beneficial for students, supervisors, and doctoral school stakeholders.

Type:	Thesis (S3)
Subjects:	L Education > L Education (General)
Depositing User:	LILIK ULFIATI
Date Deposited:	24 Jun 2025 07:36
Last Modified:	24 Jun 2025 07:36
URI:	https://repository.unja.ac.id/id/eprint/80330

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