Navigating Undergraduate Thesis Journey: Qualitative Exploration of Challenges, Strategies, and Skills in English Department Students

Endah Yulia Rahayu; Bambang Yudi Cahyono; Utami Widiati; Nunung Suryati; Komm  Pechinthorn

doi:10.21070/jees.v10i1.1916

(1) Endah Yulia Rahayu Universitas Negeri Malang, Indonesia
Indonesia
(2) * Bambang Yudi Cahyono Universitas Negeri Malang, Indonesia
Indonesia
(3) Utami Widiati Universitas Negeri Malang, Indonesia
Indonesia
(4) Nunung Suryati Universitas Negeri Malang, Indonesia
Indonesia
(5) Komm Pechinthorn Thai Global Business Administration Technological College, Thailand
Thailand
(*) Corresponding Author

DOI: https://doi.org/10.21070/jees.v10i1.1916

Abstract

This study investigates the complex challenges, strategies, and skills development of English as a Foreign Language (EFL) undergraduate students during their thesis writing journey. While the undergraduate thesis represents a crucial milestone in higher education, EFL students face significant linguistic, psychological, and
technical barriers that impact their academic progress. Using a qualitative approach and semi-structured interviews with eight undergraduate students from various Indonesian universities, this study examined their experiences in thesis writing. The research employed reflexive thematic analysis, using NVivo 15 software to process and analyze the data. The findings reveal three primary dimensions of challenges: linguistic knowledge and writing competence, psychological and emotional barriers, and resource-related technical constraints. Students employed various adaptive strategies, including self-management techniques, technological assistance, and comprehensive support networks to overcome these challenges. The study also identified the development of essential competencies in research methodology, critical thinking, and time management. The results highlight the need for integrated institutional support systems that address both academic and psychological aspects of thesis writing, suggesting curriculum modifications and enhanced supervision frameworks to better support EFL students in their academic journey.

HIGHLIGHTS:

EFL undergraduate students face three interconnected challenges during thesis writing:
linguistic barriers (grammar, academic vocabulary, coherence), psychological obstacles
(stress, isolation, imposter syndrome), and resource-technical constraints (limited access
to materials, technological difficulties).
Successful thesis completion relies on adaptive strategies including structured self-
management techniques, technological tools (AI writing assistants, reference
management software), and comprehensive support networks (supervisors, peers, family)
that address both academic and emotional needs.
The thesis writing journey develops essential transferable competencies beyond academic
writing, including advanced research skills, critical thinking abilities, and time
management proficiency that prepare students for future scholarly and professional
endeavors.

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Author Biographies

Endah Yulia Rahayu, Universitas Negeri Malang, Indonesia

Endah Yulia Rahayu is an English lecturer at Universitas PGRI Adi Buana Surabaya. She earned her doctorate in English language education from Universitas Negeri Malang. Her research focuses on second language writing, TEFL, and academic writing, with a strong interest in undergraduate thesis supervision and assessment.

Bambang Yudi Cahyono, Universitas Negeri Malang, Indonesia

Bambang Yudi Cahyono is a Professor in Applied Linguistics at Universitas Negeri Malang, East Java, Indonesia. He earned his M.A. from Concordia University, Montreal, Canada and Ph.D. from the University of Melbourne, Australia. His research interest includes Second Language Writing, English Teacher Professional Development, and Media in English Language Teaching.

Utami Widiati, Universitas Negeri Malang, Indonesia

Utami Widiati is a faculty member in the Department of English, Universitas Negeri Malang (UM). Her research interests include foreign language literacy, SLA, curriculum and material development, and teacher professional development. She has been active in pre- and in-service teacher education and professional development in Indonesia and has written secondary school English textbooks prescribed by the Indonesian government.

Nunung Suryati, Universitas Negeri Malang, Indonesia

Nunung Suryati earned her Ph.D degree in Education from the University of Newcastle, NSW, Australia. She has more than 20 years of experience working as a teacher educator at the English Department, Faculty of Letters, Universitas Negeri Malang (UM) Indonesia, where she is currently teaching. Her current research interest includes lesson study, literacy pedagogy, coursebook evaluation. Her publication topics include classroom interaction, oral corrective feedback, lesson study and teacher education.

Komm Pechinthorn, Thai Global Business Administration Technological College, Thailand

Komm Pechinthorn is a member of the International Program at Thai Global Business Administration Technological College, Thailand. As part of the editorial team for international academic conferences, Komm contributes to fostering global business education and research, supporting hands-on, cross-cultural learning for future business leaders.

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