NAVIGATING THE ACADEMIC JOURNEY: EXPLORING CHALLENGES AND STRATEGIES OF EFL STUDENTS IN ACCOMPLISHING THEIR UNDERGRADUATE THESIS

Amira Setia Prawira, Eko Suhartoyo, Febti Ismiatun

Abstract


Writing an undergraduate thesis is a significant academic challenge for final-year students, especially those majoring in English as a Foreign Language (EFL). This study explores the challenges EFL students face during thesis writing and the strategies they use to overcome them. Using a qualitative approach and case study design, semi-structured interviews were conducted with four final-year EFL students from the English Department of an Indonesian university. The four participants were purposively selected based on their academic performance—two with high and two with low grades—and included both male and female students.
Thematic analysis identified common patterns in their experiences. Challenges were categorized as external and internal. Internal challenges included inadequate academic writing skills, lack of motivation, and poor time management, while external challenges included limited access to academic resources. Despite these difficulties, students employed several coping strategies, such as seeking feedback from supervisors and peers, collaborating with fellow students, scheduling study time effectively, and using online academic tools.
The study concluded that both high- and low-achieving students faced unique challenges but shared some common strategies. This study highlights the importance of self-confidence, discipline, effective time management, technology use, and peer support for successful undergraduate thesis completion. It suggests that EFL students should develop these skills and attitudes to navigate the thesis writing process more effectively.
Keywords: EFL students, undergraduate thesis, academic challenges.


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References


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