{"title":"导师及其博士生对博士论文结果部分写作问题的看法","authors":"Shih-Chieh Chien , Wei-Yan Li","doi":"10.1016/j.esp.2024.06.003","DOIUrl":null,"url":null,"abstract":"<div><p>In the past, whereas much attention has been paid to exploring doctoral dissertation writing as a whole or the move analysis of results section, there is a dearth of studies examining how the problems keep posing for doctoral EFL students in writing such a section. The current study focused on students' problems when they write the results section of their dissertations in the fields of education and chemistry, and investigated the degree to which students' understanding was in line with that of their supervisors through semi-structured interviews with ten pairs of supervisors and students. The results showed that (1) disciplinary differences played an important role in writing the results section; (2) supervisors and students in the same discipline understood the purposes of writing the results section to a certain extent, but the overall result varied in different disciplines; (3) there was a lack of agreement between supervisors and students regarding the reasons for the students' problems, especially in the field of chemistry; and (4) students, regardless of discipline, tended to attribute their problems to limited language proficiency while their supervisors provided reasons other than that. In light of the findings, the pedagogical implications for writing instruction are discussed.</p></div>","PeriodicalId":47809,"journal":{"name":"English for Specific Purposes","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Perceptions of supervisors and their doctoral students regarding the problems in writing the doctoral dissertation results section\",\"authors\":\"Shih-Chieh Chien , Wei-Yan Li\",\"doi\":\"10.1016/j.esp.2024.06.003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>In the past, whereas much attention has been paid to exploring doctoral dissertation writing as a whole or the move analysis of results section, there is a dearth of studies examining how the problems keep posing for doctoral EFL students in writing such a section. The current study focused on students' problems when they write the results section of their dissertations in the fields of education and chemistry, and investigated the degree to which students' understanding was in line with that of their supervisors through semi-structured interviews with ten pairs of supervisors and students. The results showed that (1) disciplinary differences played an important role in writing the results section; (2) supervisors and students in the same discipline understood the purposes of writing the results section to a certain extent, but the overall result varied in different disciplines; (3) there was a lack of agreement between supervisors and students regarding the reasons for the students' problems, especially in the field of chemistry; and (4) students, regardless of discipline, tended to attribute their problems to limited language proficiency while their supervisors provided reasons other than that. In light of the findings, the pedagogical implications for writing instruction are discussed.</p></div>\",\"PeriodicalId\":47809,\"journal\":{\"name\":\"English for Specific Purposes\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-06-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"English for Specific Purposes\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S088949062400036X\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"English for Specific Purposes","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S088949062400036X","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
Perceptions of supervisors and their doctoral students regarding the problems in writing the doctoral dissertation results section
In the past, whereas much attention has been paid to exploring doctoral dissertation writing as a whole or the move analysis of results section, there is a dearth of studies examining how the problems keep posing for doctoral EFL students in writing such a section. The current study focused on students' problems when they write the results section of their dissertations in the fields of education and chemistry, and investigated the degree to which students' understanding was in line with that of their supervisors through semi-structured interviews with ten pairs of supervisors and students. The results showed that (1) disciplinary differences played an important role in writing the results section; (2) supervisors and students in the same discipline understood the purposes of writing the results section to a certain extent, but the overall result varied in different disciplines; (3) there was a lack of agreement between supervisors and students regarding the reasons for the students' problems, especially in the field of chemistry; and (4) students, regardless of discipline, tended to attribute their problems to limited language proficiency while their supervisors provided reasons other than that. In light of the findings, the pedagogical implications for writing instruction are discussed.
期刊介绍:
English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.