Yıl 2019, Cilt 20 , Sayı 1, Sayfalar 152 - 164 2019-04-30

Türkiye’de İngiliz Dili Eğitimi Alanında Lisansüstü Yapan Öğrencilerin Tez Yazarken Karşılaştıkları Zorluklar
Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey

Arzu Ekoç [1]


Türkiye’de gerek devlet gerek vakıf üniversitesi olsun İngiliz Dili Eğitimi alanında lisansüstü tez yazan öğrenci sayısı giderek artmaktadır. Tez yazmak, lisansüstü eğitimin çok önemli bir parçasıdır ve lisansüstü öğrencileri, tez yazarken çeşitli zorluklarla karşılaşmaktadır. Tez danışmanlığı, danışman-öğrenci ilişkisi yurt dışında çok sıklıkla irdelenen bir konudur, nispeten ülkemizde bu konuda çalışma azlığı dikkat çekmektedir. Bu eksikliği de göz önüne alarak, bu çalışmayla farklı üniversitelerden mezun olmuş lisansüstü mezunu öğrencilerin görüşlerine başvurmak amaçlanmıştır. İnternet yoluyla bir anket gönderilerek lisansüstü mezunlarının görüşleri alınmıştır. Amaç tez danışmanlığının öğrencinin üzerinde yarattığı olumlu ve olumsuz yanları saptamak ve tez yazma sürecini nasıl iyileştirebiliriz sorusuna yanıt aramaktır. Araştırmada nitel ve nicel araştırma yöntemlerinden yararlanılmıştır. Bu çalışmayla,  lisansüstü eğitimde tez danışmanlığı konusu irdelenmiş olacak ve gerekli iyileştirmelerle lisansüstü eğitimin daha sağlıklı, etkili ve verimli geçmesi yolunda küçük bir adım atılmasına olanak sağlanacaktır.                                                                    

There are a growing number of students who continue postgraduate degrees in English Language Teaching (ELT) in state and private universities in Turkey. It is taken for granted that thesis writing is a significant aspect of postgraduate education and postgraduate students are experiencing some difficulties with the thesis writing process. In this process, supervision is a complex process and sometimes supervision is the element that makes things easier for postgraduate students or exacerbates the process. Therefore, supervisor–supervisee relationship is a topic that has been explored much abroad lately but relatively few are written about the Turkish case. Considering this research gap, this article investigates postgraduates’ views on master’s and PhD thesis supervision and difficulties they faced in thesis writing in ELT. The participants from different private and state universities received a link to an online survey engine. The aim was to understand how thesis writing in ELT and supervision are experienced in Turkey. In this study, qualitative and quantitative research methods were used. The data collected in the study were analyzed by content analysis technique and frequency counting. The findings are important as they show that there are serious linguistic challenges inherent in thesis writing that are complicating the process but also supervisory process that needs delicate attention. The paper suggests that supervisors and universities should consider the positive and negative aspects of their attitudes and behaviors throughout this process. Some measures can be taken to enhance the quality of supervision at universities in Turkey. 

  • Aydemir, S & Çam, Ş. S. (2015). Lisansüstü öğrencilerinin lisansüstü eğitimi almaya ilişkin görüşleri. Turkish Journal of Education, 4 (4), 4-16.
  • Bakioğlu, A. & Gürdal, A. (2001). Lisansüstü tezlerde danışman ve öğrencilerin rol algıları: Yönetim için göstergeler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 9-18.
  • Basturkmen, H. & East, M. & Bitchener, J. (2014). Supervisors' on-script feedback comments on drafts of dissertations: socialising students into the academic discourse community. Teaching in Higher Education, 19 (4), 432-445,
  • Carter, S. & Kumar, V. (2017). ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International, 54 (1), 68-75.
  • Delamont, S. & Parry, O. & Atkinson, P. (1998). Creating a Delicate Balance: the doctoral supervisor's dilemmas. Teaching in Higher Education, 3 (2), 157-172.
  • Deuchar, R. (2008). Facilitator, director or critical friend?: contradiction and congruence in doctoral supervision styles. Teaching in Higher Education, 13 (4), 489-500.
  • Doğan, N. & Bıkmaz, Ö. (2015). Expectation of students from their thesis supervisor. Procedia - Social and Behavioral Sciences, 174, 3730 – 3737.
  • Elgar, F. C. & Klein, R. M. (2004). What You Don’t Know: Graduate Deans’ Knowledge of Doctoral Completion Rates. Higher Education Policy, 17, 325-336.
  • Eskici, M. & Çayak, S. (2017). Eğitim Bilimleri Anabilim Dalında Yapılan Yüksek Lisans Tezlerine Genel Bir Bakış. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19 (1), 211-226.
  • Frischer, J., & Larsson, K. (2000). Laissez-faire in research education–an inquiry into a Swedish doctoral program. Higher Education Policy, 13, 131-155.
  • Gatfield, T. & Alpert, F. (2002). The supervisory management styles model. HERDSA, 263-273.
  • Grant, B. (2003). Mapping the Pleasures and Risks of Supervision. Discourse: Studies in the Cultural Politics of Education, 24 (2), 175-190.
  • Halse, C. & Malfroy, J. (2010). Retheorizing doctoral supervision as professional work. Studies in Higher Education, 35 (1), 79-92.
  • Kam, B. H. (1997). Style and quality in research supervision: the supervisor dependency factor. Higher Education, 34, 81-103.
  • Karadağ, N. (2014). Türkiye’de doktora eğitim süreci kapasitesinin değerlendirilmesi (Eğitim Bilimleri Enstitüsü Örneği). Unpublished doctorate dissertation, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • de Kleijn, R. A. M. & Mainhard, M. T. & Meijer, P. C. & Pilot, A. & Brekelmans, M. (2012.) Master's thesis supervision: relations between perceptions of the supervisor–student relationship, final grade, perceived supervisor contribution to learning and student satisfaction. Studies in Higher Education, 37 (8), 925-939.
  • Lange, K. & Baillie, C. (2008). Exploring graduate student learning in applied science and student-supervisor relationships: views of supervisors and their students. Engineering Education, 3 (1), 30-43 DOI: 10.11120/ened.2008.03010030
  • Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33 (3), 267-281.
  • Lunsford , L. (2012). Doctoral Advising or Mentoring? Effects on Student Outcomes. Mentoring & Tutoring: Partnership in Learning, 20 (2), 251-270.
  • Määttä, K. (2015). A Good Supervisor–Ten Facts of Caring Supervision. International Education Studies, 8 (9), 185-193. DOI: 10.5539/ies.v8n9p185
  • Manathunga, C. (2007). Supervision as mentoring: the role of power and boundary crossing. Studies in Continuing Education, 29 (2), 207-221.
  • Manathunga, C. & Goozée, J. (2007). Challenging the dual assumption of the ‘always/already’ autonomous student and effective supervisor. Teaching in Higher Education, 12 (3), 309-322.
  • Özmen, Z. M. & Güç, F. A. (2013). Doktora Eğitimi ile İlgili Yaşanan Zorluklar ve Baş Etme Stratejileri: Durum Çalışması. Yükseköğretim ve Bilim Dergisi, 3 (3), 214-219.
  • Pearson, M. & Brew, A. (2002). Research Training and Supervision Development. Studies in Higher Education, 27 (2), 135-150.
  • Sadeghi, K. & Khajepasha, A. S. (2015). Thesis writing challenges for non-native MA students. Research in Post-Compulsory Education, 20 (3), 357-373.
  • Wang, T. & Li, L. Y. (2011). ‘Tell me what to do’ vs. ‘guide me through it’: Feedback experiences of international doctoral students. Active Learning in Higher Education, 12 (2), 101–112.
  • Winchester-Seeto, T. & Homewood, J. & Thogersen, J. & Jacenyik-Trawoger, C. & Manathunga, C. & Reid, A. & Holbrook, A. (2014). Doctoral supervision in a cross-cultural context: issues affecting supervisors and candidates. Higher Education Research & Development, 33 (3), 610-626.
  • Woolhouse, M. (2002). Supervising Dissertation Projects: Expectations of Supervisors and Students. Innovations in Education and Teaching International, 39 (2), 137-144.
  • Yetkiner, A. & İnce, M. (2016). Views of Students Regarding Problems Encountered in Postgraduate Education: A Phenomenological Research. Yükseköğretim ve Bilim Dergisi, 6 (3), 374-385.
  • Zhao, C-M.& Golde, C. M. & McCormick, A. C. (2007). More than a signature: how advisor choice and advisor behaviour affect doctoral student satisfaction. Journal of Further and Higher Education, 31 (3), 263-281.
Birincil Dil en
Konular Sosyal
Bölüm Makaleler
Yazarlar

Orcid: 0000-0002-2106-368X
Yazar: Arzu Ekoç (Sorumlu Yazar)
Kurum: YILDIZ TEKNİK ÜNİVERSİTESİ, YABANCI DİLLER YÜKSEKOKULU
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 30 Nisan 2019

Bibtex @araştırma makalesi { inuefd422463, journal = {İnönü Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1300-2899}, eissn = {2149-9683}, address = {}, publisher = {İnönü Üniversitesi}, year = {2019}, volume = {20}, pages = {152 - 164}, doi = {10.17679/inuefd.422463}, title = {Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey}, key = {cite}, author = {Ekoç, Arzu} }
APA Ekoç, A . (2019). Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey. İnönü Üniversitesi Eğitim Fakültesi Dergisi , 20 (1) , 152-164 . DOI: 10.17679/inuefd.422463
MLA Ekoç, A . "Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey". İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 (2019 ): 152-164 <https://dergipark.org.tr/tr/pub/inuefd/issue/43648/422463>
Chicago Ekoç, A . "Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey". İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 (2019 ): 152-164
RIS TY - JOUR T1 - Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey AU - Arzu Ekoç Y1 - 2019 PY - 2019 N1 - doi: 10.17679/inuefd.422463 DO - 10.17679/inuefd.422463 T2 - İnönü Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 152 EP - 164 VL - 20 IS - 1 SN - 1300-2899-2149-9683 M3 - doi: 10.17679/inuefd.422463 UR - https://doi.org/10.17679/inuefd.422463 Y2 - 2019 ER -
EndNote %0 İnönü Üniversitesi Eğitim Fakültesi Dergisi Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey %A Arzu Ekoç %T Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey %D 2019 %J İnönü Üniversitesi Eğitim Fakültesi Dergisi %P 1300-2899-2149-9683 %V 20 %N 1 %R doi: 10.17679/inuefd.422463 %U 10.17679/inuefd.422463
ISNAD Ekoç, Arzu . "Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey". İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 / 1 (Nisan 2019): 152-164 . https://doi.org/10.17679/inuefd.422463
AMA Ekoç A . Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey. inuefd. 2019; 20(1): 152-164.
Vancouver Ekoç A . Difficulties Faced by Postgraduate Students of English Language Teaching (ELT) in Thesis Writing in Turkey. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 2019; 20(1): 164-152.