| Titre : | Master Students’ Impediments in Writing the Review of Literature. Case Study: Master Two Students |
| Auteurs : | Ouahiba BERKANE, Auteur ; Dr. Sihem BOUBEKEUR, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 51p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Analyzing, challenging endeavour, Deficiency, EFL undergraduate students, Guidance, Literature review, Mixed method approach, Synthesizing |
| Résumé : | Undertaking a thesis represents a challenging endeavour for novice students, particularly when writing the literature review chapter, which is the fundamental basis of the entire dissertation. Inexperienced students navigating this new area may face many hurdles in accomplishing their literature reviews. The focal point behind the current research work is to give an in-depth look at the hindrances faced by EFL master students from the Department of English at Dr Moulay Taher University, in conducting the literature review of their theses. In addition to the extent of guidance provided by teachers to assist them in overcoming these obstacles. This topic is significant in the field of didactics because it sheds light on the importance of identifying areas that need improvement and academic support to enhance students’ outcomes. To conduct this study, a mixed method approach was adopted, specifically employing an explanatory sequential design. Data were collected through two research instruments; a semi-structured questionnaire was delivered to twenty respondents and a structured interview was addressed to three EFL teachers who were randomly selected by the researcher. The main findings show that EFL Master 2 students have a limited understanding of the literature review’s nature and structure as they explore it for the first time. The results also demonstrate that students struggle with synthesizing and critically analyzing previous works. Besides, they face problems handling large amounts of data, managing time, writing style, citation, and referencing. The results reveal a deficiency in the teachers’ guidance. To this end, the researcher suggests a series of recommendations to both EFL teachers and learners. Teachers may provide systematic guidance and suggest relevant sources while constructing the literature review. They also need to dedicate appropriate time to teaching the literature review and how to synthesize and critically analyze previous studies. Learners should actively engage in the learning process by asking questions and seeking feedback. Further, learners must practise paraphrasing, analyzing, and synthesizing regularly to develop those skills. Upholding a positive mindset is a key element to enhance productivity and proficiency. |
| Note de contenu : |
Table of Contents
Declaration of Originality II Dedications III Acknowledgments IV Abstract V Table of Contents VI List of Tables XI List of Figures XII List of Abbreviations XIII General Introduction 01 Chapter One: Literature Review 1.1 Introduction 04 1.2 A Glimpse on the Literature Review 04 1.2.1 Objectives of Literature Reviews 05 1.2.2 Types of Literature Reviews 05 1.2.2.1 Context Review 05 1.2.2. 1.2.2.2 Historical Review 06 1.2.2.3 Integrative Review 06 1.2.2.4 Methodological Review 06 1.2.2.5 Self-study Review 06 1.2.2.6 Theoretical Review 06 1.2.2.7 Meta-analysis Review 06 1.2.3 Styles to Conduct Literature Reviews 06 1.2.3.1 Traditional Literature Review 07 1.2.3.2 Systematic Literature Review 07 1.2.4 Steps of Conducting a Literature Review 08 1.2.5 The Structure of the Literature Review 10 VII 1.3 Reviewing Previous Literature 13 1.4 Conclusion 14 Chapter Two: Research Methodology 2.1 Introduction 16 2.2 Methodology 16 2.2.1 Mixed Methods Approach 17 2.2.1.1 Advantages of the Mixed Methods Approach 17 2.2.1.2 The Explanatory Sequential Design 18 1.2.2. 2.2.1.3 Strengths of the Explanatory Sequential Design 18 2.2.2 Quantitative Approach 18 2.2.3 Qualitative Approach 19 2.3 The Sample Population 19 2.3.1 Description of the Teachers’ Profile 20 2.3.2 Description of the Learners’ Profile 20 2.4 Research Tools 20 2.4.1 Questionnaire 20 2.4.1.1 Semi-structured Questionnaire 21 2.4.1.2 Advantages of Semi-structured Questionnaire 21 2.4.2 Description of the Students’ Questionnaire 21 2.4.3 Interview 22 2.4.3.1 Structured Interview 22 2.4.3.2 Advantages of Structured Interview 22 2.4.3.3 Description of the Teacher Interview 23 2.5 Ethical Considerations 24 2.6 Limitations of the Study 24 2.7 Conclusion 24 Chapter Three: Data Analysis and Discussion 3.1 Introduction 26 3.2 Findings 26 VIII 3.2.1 Students’ Questionnaire 26 3.2.2 Teachers’ Interview 35 3.3 Discussion 41 1.2.2. 3.4 Recommendations 43 3.5 Conclusion 45 General Conclusion 46 References 47 Appendices 49 |
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