مشخصات پژوهش

Globally, the number of second language (L2) students writing a Master’s thesis continues to increase. However, writing thesis genre poses challenges to both L2 students and supervisors. As research documents, in many academic contexts, L2 thesis students struggle writing thesis, in particular, writing discussion of results section (DRS) while their supervisors are not aware of unique difficulties and challenges they face when developing this genre-specific section. Much remains, therefore, to be known about a mutual understanding of the problems between supervisors and students. Drawing on this, the current study adopted a qualitative approach using in-depth interviews with eight TEFL (Teaching English as a Foreign Language) supervisor-student pairs to probe into their understanding of DRS writing requirements and difficulties. Analysis of semi-structured interview data revealed that (1) compared to their supervisors, students had a limited understanding of DRS foci, functions and requirements, (2) shared understanding of the nature and causes of the difficulties and challenges students encounter in DRS writing process was not fully found between the two sides, and (3) despite earlier evidence which identified language proficiency level as a default source for students’ difficulties, insufficient knowledge about DRS genre, i.e., inadequacy of DRS writing literacy, emerged as a crucial source of encountered difficulties and challenges. Implications of the findings are discussed in view of genre-specific intervention programs, emphasizing the need for enhanced DRS writing support, embedded genre-specific writing instruction into coursebooks, and fostered DRS writing literacy.