The Impact of Writing Approaches, Self-Efficacy, Educational Context, and GPA on the Quality of MA Theses | ||
| Journal of Studies in Language Learning and Teaching | ||
| دوره 1، شماره 2، مهر 2024، صفحه 269-287 اصل مقاله (581.58 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22034/jsllt.2024.20969.1028 | ||
| نویسندگان | ||
| Mahnam Saeid1؛ Ali Bahremand2؛ Neda Fatehi Rad* 1 | ||
| 1Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran. | ||
| 2Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran | ||
| چکیده | ||
| The task of producing a master’s thesis is both formidable and crucial, posing challenges to postgraduate students. Consequently, many encounter obstacles in achieving successful completion, resulting in substandard work. A thorough examination of the literature pertaining to the factors influencing the production of high-quality master’s theses clearly reveals a gap in exploration. This study aims to address this gap by investigating the influence of three distinct writing approaches employed by master’s students, alongside their self-efficacy, educational context, and Grade Point Average (GPA), on the overall quality of the theses they produce. To this end, 35 master’s degree candidates specializing in Teaching English as a Foreign Language (TEFL) at the Islamic Azad University of Kerman were recruited, utilizing a mixed methods research design for data collection. The findings from a questionnaire and semi-structured interviews highlighted the significant impact of thesis writing approaches, self-efficacy, and the educational context on the quality of master’s theses. However, no correlation was observed between the students’ GPA and their thesis quality. The findings of this study can contribute to increasing stakeholders’ awareness towards developing and implementing procedures to enhance the skills of graduate students in relation to the quality of their thesis writing. | ||
| کلیدواژهها | ||
| Educational context؛ Grade point average؛ Self-efficacy؛ Thesis quality؛ Writing approaches | ||
| عنوان مقاله [English] | ||
| تاثیر رویکردهای نوشتاری، خودکارآیی، محیط آموزشی و معدل بر کیفیت پایان نامه های دانشجویی کارشناسی ارشد | ||
| نویسندگان [English] | ||
| مهنام سعید1؛ علی بهرمند2؛ ندا فاتحی راد1 | ||
| 1گروه زبان انگلیسی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران. | ||
| 2گروه زبان انگلیسی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران. | ||
| چکیده [English] | ||
| نگارش پایاننامه کارشناسی ارشد هم چالشبرانگیز و هم ضروری است و دانشجویان تحصیلات تکمیلی را با مشکلات متعددی مواجه میکند. در نتیجه، بسیاری از دانشجویان در دستیابی به نگارش موفقیتآمیز آن با موانعی روبرو میشوند که منجر به خروجی با کیفیت پایین میشود. بررسی دقیق ادبیات مربوط به عوامل موثر بر نگارش پایاننامههای با کیفیت بالا، شکاف تحقیقاتی آشکاری در زمینه پژوهش در این حیطه نشان میدهد. این مطالعه با هدف درک بیشتر این موضوع، به بررسی تأثیر سه رویکرد نوشتاری متفاوت مورد استفاده توسط دانشجویان کارشناسی ارشد، همراه با خودکارآمدی، محیط آموزشی و معدل آنها بر کیفیت کلی پایاننامههای نگارش شده میپردازد. به این منظور، 35 شرکت کننده از دانشجویان کارشناسی ارشد رشته آموزش زبان انگلیسی به عنوان زبان خارجی در دانشگاه آزاد اسلامی کرمان با استفاده از روش تحقیق ترکیبی برای جمعآوری دادهها انتخاب شدند. یافتههای حاصل از پرسشنامه و مصاحبههای نیمهساختاریافته، تأثیر قابل توجه رویکردهای نگارش پایاننامه، خودکارآمدی و محیط آموزشی بر کیفیت پایاننامههای کارشناسی ارشد را نشان داد. با این حال، هیچ ارتباط معناداری بین معدل دانشجویان و کیفیت پایاننامه مشاهده نشد. یافتههای این مطالعه میتواند به افزایش آگاهی ذینفعان در جهت توسعه و اجرای روشهایی برای ارتقای مهارتهای لازم دانشجویان تحصیلات تکمیلی در رابطه با کیفیت نگارش پایاننامه کمک کند. | ||
| کلیدواژهها [English] | ||
| زمینه آموزشی, میانگین نمرات, خودکارآمدی, کیفیت پایان نامه, نگارش | ||
| مراجع | ||
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