A Student-Centered Framework for Understanding EFL Thesis Writing Difficulties in Vietnam
Keywords:
academic writing; artificial intelligence tools; supervisor feedback; VietnamAbstract
This study examines the challenges encountered by Vietnamese English as a Foreign Language undergraduate students in thesis writing by developing and applying a novel conceptual framework. Drawing on existing literature, the framework integrates three interrelated domains: writing proficiency (grammar, vocabulary, paraphrasing, and academic tone), emotion and motivation (burnout, low motivation, and isolation), and support systems (supervisory guidance, peer and family support, institutional services, and AI tools). Using a qualitative research design, data were collected from six students at a university in Ho Chi Minh City through semi-structured interviews. Thematic analysis revealed that all participants encountered difficulties with language use and maintaining academic tone, as well as emotional strain due to deadlines and lack of confidence. Support systems, especially timely feedback from supervisors, peer collaboration, and the ethical use of AI tools, played a crucial role in managing these difficulties. The study highlights the need for enhanced academic writing support, supervisor training, and institutional policies on AI integration. By offering a comprehensive framework and student-centered insights, this research contributes to a deeper understanding of thesis writing in English as a Foreign Language context. It provides practical implications for educators and policymakers in higher education.
https://doi.org/10.26803/ijlter.24.11.15
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