Proceedings of the International Conference on Educational Technology and Social Science (ICoETS 2023)

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An Analysis of EFL Students’ Difficulties in Writing Thesis

Authors
Farizawati Farizawati1, *, Wiputra Cendana2, Nuraiza Nuraiza3
1English Language Department, Universitas Jabal Ghafur, Aceh, Indonesia
2Elementary School Teacher Education Department, Universitas Pelita Harapan, Banten, Indonesia
3Indonesian Language and Literature Education Department, Universitas Jabal Ghafur, Aceh, Indonesia
*Corresponding author. Email: farizawati83@gmail.com
Corresponding Author
Farizawati Farizawati
Available Online 23 January 2024.
DOI
10.2991/978-2-38476-200-2_13How to use a DOI?
Keywords
Difficulties in writing a thesis; English proficiency; Self-esteem
Abstract

This study aimed to investigate the factors contributing to students’ challenges in writing a thesis. Utilizing a Descriptive Qualitative Method Design, the researcher employed a questionnaire and interviews as data collection tools. The sample group consisted of students from Jabal Ghafur University’s English Education Department currently engaged in thesis writing, with 12 students selected using purposeful sampling. The findings revealed that students faced difficulties in thesis writing, primarily linked to poor self-esteem. Notably, 58.3% struggled with crafting research backgrounds, while 50% encountered challenges in developing conceptual frameworks. English proficiency emerged as another significant hurdle, with 66.7% of students citing language barriers as a challenge. Additionally, 75% found it challenging to avoid grammatical errors, and a similar percentage expressed unfamiliarity with specific terms. The study identified linguistic factors as the primary contributors to these challenges, followed by personality factors. These insights shed light on key areas where educational interventions may be beneficial in supporting students through the thesis writing process.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the International Conference on Educational Technology and Social Science (ICoETS 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
23 January 2024
ISBN
978-2-38476-200-2
ISSN
2352-5398
DOI
10.2991/978-2-38476-200-2_13How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Farizawati Farizawati
AU  - Wiputra Cendana
AU  - Nuraiza Nuraiza
PY  - 2024
DA  - 2024/01/23
TI  - An Analysis of EFL Students’ Difficulties in Writing Thesis
BT  - Proceedings of the International Conference on Educational Technology and Social Science (ICoETS 2023)
PB  - Atlantis Press
SP  - 62
EP  - 75
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-200-2_13
DO  - 10.2991/978-2-38476-200-2_13
ID  - Farizawati2024
ER  -