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• W2916836138 abstract "Purpose Research on academic writing development at graduate level has received wide attention. However, less has been documented on positive academic writing literacy experiences and strategies of non-native students while completing their master’s theses. The purpose of this paper is to examine facilitating strategies that non-native students develop in the writing-up stage. Design/methodology/approach A total of 50 MA English majors from 11 higher education institutions in Tehran participated in this qualitative study. Data were gathered using interviews and journal entries and analyzed thematically with the help of the NVivo10 software. Findings The analysis resulted in three major themes: self-support strategies of an academic writer; enhancing personal development; and supervisors’ support and feedback. Findings showed that Iranian students developed strategies that involved interactions not only with supervisors but also members of various academic communities that could be reached via online professional networking. There was also a need to address organizational skills and mood management to meet deadlines. Regardless of the self-support strategies, the supervisors’ role and supervisor–supervisee relationships remained crucial. Originality/value Available studies in academic literacy and English for academic purposes have mainly focused on thesis challenges. This study highlights strategies and positive experiences that facilitate the progress of MA students in the thesis writing journey, while at the same time emphasizing the critical role of supervisors in expediting this process." @default.
• W2916836138 created "2019-03-02" @default.
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• W2916836138 date "2019-04-08" @default.
• W2916836138 modified "2023-10-14" @default.
• W2916836138 title "A qualitative investigation of strategies and experiences of non-native students writing master’s theses" @default.
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• W2916836138 doi "https://doi.org/10.1108/jarhe-07-2018-0120" @default.
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