Ensuring Sustainable Academic Development of L2 Postgraduate Students and MA Programs: Challenges and Support in Thesis Writing for L2 Chinese Postgraduate Students

Abstract

This study, based on Activity Theory, investigated the challenges and support for L2 Chinese postgraduate students in their master’s degree (MA) thesis writing. The five participants, currently PhD candidates in applied linguistics, shared their experiences of MA thesis writing. The data include multiple drafts of theses and semi-structured interviews. Thematic analysis reveals that these participants went through four kinds of challenges: (1) selecting the research topic and theoretical basis; (2) meeting the high requirements of MA theses, using new research tools, and overcoming linguistic barriers; (3) writing the literature review; and (4) writing the discussion. The findings reveal the challenges were caused by four levels of inner contradictions in activity systems. The main support was provided by their supervisors, whose tailored help was more effective than the related courses they took. More sources of support came from their fellow students, the assessment panels of the research proposal, and the thesis defense. The analysis illustrated how these participants managed to receive support by interacting with the academic community. This study is expected to shed light on postgraduate education in general and the sustainable development of individual students and MA programs. Its implications may not only benefit Chinese L2 postgraduate students and their supervisors but also those in similar EFL contexts.