Research Article
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EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS

Year 2023, Issue: 59, 149 - 161, 22.11.2023

Fazilet Sönmez Aydın Şeyma Aktaş Demet Yaylı

https://doi.org/10.30794/pausbed.1369237

Abstract

Along with the substantial spread of English in scholarly publishing (Canagarajah, 2002), there are more thesis studies in the English language. However, the already-challenging-process of thesis writing becomes harder when written in a foreign language. Considering the essence of theses in academia, it holds paramount significance to reveal how writers proceed in the process from several perspectives. Despite some studies in the literature examining thesis writing processes, little is known about supervisor support and the impact of power relations embedded in the process. The aim of this study is to explore thesis writing processes from the perspectives of supervisees and supervisors with a focus on (1) supervisor support, and (2) power relations in the supervision processes. In this qualitative study, semi-structured interviews were conducted with four supervisors and 13 supervisees. Content analysis was used to analyse all the data collected. The findings revealed the participants’ perceptions regarding the supervisor’s role and support areas, the feedback process, and the impact of supervisor-supervisee relationships.

Keywords

Academic writing MA thesis writing thesis supervisor power relations

Ethical Statement

Disclosure Statements 1. The authors of this article confirm that their work complies with the principles of research and publication ethics. 2. No potential conflict of interest was reported by the authors. 3. This article was screened for potential plagiarism using a plagiarism screening program.

Supporting Institution

-

Project Number

-

Thanks

-

References

  • Bakhou, B., &Bouhania, B. (2020). “A Qualitative Inquiry into the Difficulties Experienced by Algerian EFL Master Students in Thesis Writing: ‘Language Is Not the Only Problem’”, Arab World English Journal (AWEJ), 11/2, 243-257. https://dx.doi.org/10.24093/awej/vol11no2.17
  • Belcher, D. D. (2007). “Seeking Acceptance in An English-Only Research World”, Journal of Second Language Writing, 16/1, 1-22. https://doi.org/10.1016/j.jslw.2006.12.001
  • Bitchener, J., &Baştürkmen, H. (2006). “Perceptions Of the Difficulties of Postgraduate L2 Thesis Students Writing The Discussion Section”, Journal of English for Academic Purposes, 5/1, 4-18. https://doi.org/10.1016/j.jeap.2005.10.002
  • Canagarajah, A. S. (2002). Critical Academic Writing and Multilingual Students, Ann Arbor, University of Michigan Press.
  • Casanave, C. P., & Hubbard, P. (1992). “The Writing Assignments and Writing Problems of Doctoral Students: Faculty Perceptions, Pedagogical Issues, and Needed Research”, English for Specific Purposes, 11/1, 33-49. https://doi.org/10.1016/0889-4906(92)90005-U
  • Chang, E. C. (2007). An Investigation into The Thesis/Dissertation Writing Experiences of Mandarin-Speaking Master’s Students In New Zealand (Unpublished master’s thesis). Auckland University of Technology, Auckland, New Zealand.
  • Cotterall, S. (2011). “Doctoral Students Writing: Where Is the Pedagogy?”, Teaching in Higher Education, 16/4, 413-425. https://doi.org/10.1080/13562517.2011.560381
  • Diezmann, C. M. (2005). “Supervision and Scholarly Writing: Writing to Learn- Learning To Write”, Reflective Practice, 6/4, 443–457. https://doi.org/10.1080/14623940500300491
  • Fitria, T. N. (2022). “Analysis of EFL Students’ Difficulties in Writing And Completing English Thesis”, LLT Journal: A Journal on Language and Language Teaching, 25/1, 295–309. https://doi.org/10.24071/llt.v25i1.3607
  • Flowerdew, J. (2000). “Discourse Community, Legitimate Peripheral Participation, and The Nonnative English Speaking Scholar”, TESOL Quarterly, 34/1, 127–150. https://doi.org/10.2307/3588099
  • Frischer, J., & Larsson, K. (2000). “Laissez-Faire In Research Education—An Inquiry Into A Swedish Doctoral Program”, Higher Education Policy, 13/2, 131-155. https://doi.org/10.1016/S0952-8733(99)00022-7
  • Gedamu, A. D. (2018). “TEFL Graduate Supervisees' Views of Their Supervisors' Supervisory Styles and Satisfaction with Thesis Supervision”, Iranian Journal of Language Teaching Research, 6/1, 63-74.
  • Grant, B. (2003). “Mapping the Pleasures and Risks of Supervision”, Discourse, 24/2, 175-190. https://doi.org/10.1080/01596300303042
  • Grant, B. (2008). “Agonistic Struggle: Master-Slave Dialogues in Humanities Supervision”, Arts and Humanities in Higher Education, 7/1, 9-27. https://doi.org/10.1177/14740222070848
  • Harwood, N., & Petrić, B. (2020). “Adaptive Master’s Dissertation Supervision: A Longitudinal Case Study”, Teaching in Higher Education, 25/1, 68-83, https://doi.org/10.1080/13562517.2018.1541881
  • Hey-Cunningham, A. J., Ward, M. H., & Miller, E. J. (2020). “Making the Most of Feedback for Academic Writing Development in Postgraduate Research: Pilot of a Combined Programme for Students and Supervisors”, Innovations in Education and Teaching International, 1–13. https://doi.org/10.1080/14703297.2020.1714472
  • Ho, M. C. (2013). “The Difficulties in Disciplinary Research Writing: A Case Study of First Year Graduate Students in Taiwan”, Journal of Teaching and Teacher Education, 2/4, 77-87.
  • Hsieh, H. F., & Shannon, S. E. (2005). “Three Approaches to Qualitative Content Analysis”, Qualitative Health Research, 15/9, 1277-88. https://doi.org/10.1177/1049732305276687
  • Inman, A. G., Schlosser, L. Z., Ladany, N., Howard, E. E., Boyd, D. L., Altman, A. N., & Stein, E. P. (2011). “Advisee Nondisclosures in Doctoral-Level Advising Relationships”, Training and Education in Professional Psychology, 5/3, 149–159. https://doi.org/10.1037/a0024022
  • Ives, G., & Rowley, G. (2005). “Supervisor Selection or Allocation and Continuity of Supervision: PhD Students’ Progress and Outcomes”, Studies in Higher Education, 30/5, 535–555. https://doi.org/10.1080/03075070500249161
  • Kamler, B. (2008). “Rethinking Doctoral Publication Practices: Writing from and beyond the Thesis”, Studies in Higher Education, 33/3, 283-294. https://doi.org/10.1080/03075070802049236
  • Komba, S. C. (2016). “Challenges of Writing Theses and Dissertations among Postgraduate Students in Tanzanian Higher Learning Institutions”, International Journal of Research Studies in Education, 5/3, 71-80. https://doi.org/10.5861/Ijrse.2015.1280
  • Lestari, D. M. (2020). "An Analysis of The Students’ Difficulties in Writing Undergraduate Thesis at English Education Study Program of Muhammadiyah University of Bengkulu”, Premise: Journal of English Education and Applied Linguistics, 9/1, 17–29. https://doi.org/10.24127/Pj.V9i1.2588
  • Li, L. Y., &Vandermensbrugghe, J. (2011). “Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group”, Innovations in Education and Teaching International, 48/2, 195-205. https://doi.org/10.1080/14703297.2011.564014
  • Liu, C., & Harwood, N. (2022). “Understandings of The Role of The One-To-One Writing Tutor in a UK University Writing Centre: Multiple Perspectives”, Written Communication, 39/2, 228-275. https://doi.org/10.1177/07410883211069057
  • Manathunga, C. (2007). “Supervision as Mentoring: The Role of Power and Boundary Crossing”, Studies in Continuing Education, 29/2, 207-221. https://doi.org/10.1080/01580370701424650
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook, 2nd Edition, Thousand Oaks, Sage Publications.
  • Paltridge, B. (2002). “Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice”, English for Specific Purposes, 21/2, 125–143. https://doi.org/10.1016/S0889-4906(00)00025-9
  • Richards, K. (2003). Qualitative Inquiry in TESOL, Basingstoke, Palgrave Macmillan.
  • Rogers, P., Zawacki, T. M., & Baker, S. (2016). “Uncovering Challenges and Pedagogical Complications in Dissertation Writing and Supervisory Practices: A Multimethod Study of Doctoral Students and Advisors”, Supporting Graduate Student Writers, (Eds: Simpson et al.), University of Michigan Press, Ann Arbor.
  • Saehu, A. (2013). “An Analysis of English Thesis Writing: A Case Study of English Department of Uin Sunan Gunungdjati Bandung”, English Review: Journal of English Education, 2/1, 84-91.
  • Strauss, P. (2012). “‘The English Is Not the Same’: Challenges in Thesis Writing for Second Language Speakers of English”, Teaching In Higher Education, 3/17, 283-293. https://doi.org/10.1080/13562517.2011.611871
  • Thielmann, W. (2007). “Power and Dominance in Intercultural Communication”, Handbook of Intercultural Communication, (Eds: H. Kotthoff and H. Spencer- Oatey), De Gruyter, Berlin.
  • White, K. (1998). “Thesis Writing for Supervisors”, Quality in Postgraduate Research: Managing the New Agenda, (Eds: M. Kiley and G. Mullins), University of Adelaide, Adelaide.
  • Wisker, G., Robinson, G., Trafford, V., Warnes, M., & Creighton, E. (2003). “From Supervisory Dialogues to Successful PhDs: Strategies Supporting and Enabling the Learning Conversations of Staff and Students at Postgraduate Level”, Teaching in Higher Education, 8/3, 383-397. https://doi.org/10.1080/13562510309400
  • Yıldırım, S. (2020). Graduate-Level Thesis Writing in a Second Language: Perspectives of Students and Advisors (Unpublished Master’s Thesis). Boğaziçi University, İstanbul, Turkey.
  • Yu, S. (2020). “Giving Genre-Based Peer Feedback in Academic Writing: Sources of Knowledge and Skills, Difficulties and Challenges”, Assessment & Evaluation in Higher Education, 46/1, 36-53. https://doi.org/10.1080/02602938.2020.1742872
  • Zhang, Y. O., & Hyland, K. (2021). “Advice-Giving, Power and Roles in Theses Supervisions”, Journal of Pragmatics, 172, 35–45. https://doi.org/10.1016/j.pragma.2020.11.002

TÜRKİYE'DEKİ BİR İNGİLİZCE ÖĞRETİM PROGRAMINDA TEZ YAZMA SÜRECİNİN İNCELENMESİ: DANIŞMAN DESTEĞİ VE GÜÇ İLİŞKİLERİ

Year 2023, Issue: 59, 149 - 161, 22.11.2023

Fazilet Sönmez Aydın Şeyma Aktaş Demet Yaylı

https://doi.org/10.30794/pausbed.1369237

Abstract

İngilizcenin dil olarak akademik yayınlarda gittikçe yaygınlaşması ile (Canagarajah, 2002), bu dilde daha fazla tez çalışmasının ortaya çıktığı görülmektedir. Ancak, zaten zorlu olan tez yazma süreci, yabancı dilde yazıldığında daha da zorlaşmaktadır. Tezlerin akademideki önemi düşünüldüğünde, yazarların bu süreçte nasıl ilerlediklerini çeşitli açılardan ortaya koymak büyük önem taşımaktadır. Literatürde tez yazım süreçlerini inceleyen bazı çalışmalar olmasına rağmen, danışman desteği ve süreç içerisindeki güç ilişkilerinin etkisi hakkında çok fazla şey bilinmemektedir. Bu çalışmanın amacı, (1) danışman desteği ve (2) danışmanlık süreçlerindeki güç ilişkilerine odaklanarak tez yazma süreçlerini danışanların ve danışmanlarının gözünden incelemektir. Bu nitel çalışmada, dört danışan ve 13 danışman ile yarı-yapılandırılmış görüşmeler yapılmıştır. Elde edilen tüm veriler içerik analizi kullanılarak analiz edilmiştir. Bulgular, katılımcıların tez yazımında danışmanın rolü ve destek alanları, geri bildirim süreci ve danışan-danışman ilişkilerinin etkisine ilişkin algılarını ortaya koymuştur.

Keywords

Akademik yazma tez yazımı tez danışmanı güç ilişkileri

Ethical Statement

Beyan ve Açıklamalar 1. Bu çalışmanın yazarları, araştırma ve yayın etiği ilkelerine uyduklarını kabul etmektedirler. 2. Yazarlar tarafından herhangi bir çıkar çatışması beyan edilmemiştir. 3. Bu çalışma, intihal tarama programı kullanılarak intihal taramasından geçirilmiştir

Supporting Institution

-

Project Number

-

Thanks

-

References

  • Bakhou, B., &Bouhania, B. (2020). “A Qualitative Inquiry into the Difficulties Experienced by Algerian EFL Master Students in Thesis Writing: ‘Language Is Not the Only Problem’”, Arab World English Journal (AWEJ), 11/2, 243-257. https://dx.doi.org/10.24093/awej/vol11no2.17
  • Belcher, D. D. (2007). “Seeking Acceptance in An English-Only Research World”, Journal of Second Language Writing, 16/1, 1-22. https://doi.org/10.1016/j.jslw.2006.12.001
  • Bitchener, J., &Baştürkmen, H. (2006). “Perceptions Of the Difficulties of Postgraduate L2 Thesis Students Writing The Discussion Section”, Journal of English for Academic Purposes, 5/1, 4-18. https://doi.org/10.1016/j.jeap.2005.10.002
  • Canagarajah, A. S. (2002). Critical Academic Writing and Multilingual Students, Ann Arbor, University of Michigan Press.
  • Casanave, C. P., & Hubbard, P. (1992). “The Writing Assignments and Writing Problems of Doctoral Students: Faculty Perceptions, Pedagogical Issues, and Needed Research”, English for Specific Purposes, 11/1, 33-49. https://doi.org/10.1016/0889-4906(92)90005-U
  • Chang, E. C. (2007). An Investigation into The Thesis/Dissertation Writing Experiences of Mandarin-Speaking Master’s Students In New Zealand (Unpublished master’s thesis). Auckland University of Technology, Auckland, New Zealand.
  • Cotterall, S. (2011). “Doctoral Students Writing: Where Is the Pedagogy?”, Teaching in Higher Education, 16/4, 413-425. https://doi.org/10.1080/13562517.2011.560381
  • Diezmann, C. M. (2005). “Supervision and Scholarly Writing: Writing to Learn- Learning To Write”, Reflective Practice, 6/4, 443–457. https://doi.org/10.1080/14623940500300491
  • Fitria, T. N. (2022). “Analysis of EFL Students’ Difficulties in Writing And Completing English Thesis”, LLT Journal: A Journal on Language and Language Teaching, 25/1, 295–309. https://doi.org/10.24071/llt.v25i1.3607
  • Flowerdew, J. (2000). “Discourse Community, Legitimate Peripheral Participation, and The Nonnative English Speaking Scholar”, TESOL Quarterly, 34/1, 127–150. https://doi.org/10.2307/3588099
  • Frischer, J., & Larsson, K. (2000). “Laissez-Faire In Research Education—An Inquiry Into A Swedish Doctoral Program”, Higher Education Policy, 13/2, 131-155. https://doi.org/10.1016/S0952-8733(99)00022-7
  • Gedamu, A. D. (2018). “TEFL Graduate Supervisees' Views of Their Supervisors' Supervisory Styles and Satisfaction with Thesis Supervision”, Iranian Journal of Language Teaching Research, 6/1, 63-74.
  • Grant, B. (2003). “Mapping the Pleasures and Risks of Supervision”, Discourse, 24/2, 175-190. https://doi.org/10.1080/01596300303042
  • Grant, B. (2008). “Agonistic Struggle: Master-Slave Dialogues in Humanities Supervision”, Arts and Humanities in Higher Education, 7/1, 9-27. https://doi.org/10.1177/14740222070848
  • Harwood, N., & Petrić, B. (2020). “Adaptive Master’s Dissertation Supervision: A Longitudinal Case Study”, Teaching in Higher Education, 25/1, 68-83, https://doi.org/10.1080/13562517.2018.1541881
  • Hey-Cunningham, A. J., Ward, M. H., & Miller, E. J. (2020). “Making the Most of Feedback for Academic Writing Development in Postgraduate Research: Pilot of a Combined Programme for Students and Supervisors”, Innovations in Education and Teaching International, 1–13. https://doi.org/10.1080/14703297.2020.1714472
  • Ho, M. C. (2013). “The Difficulties in Disciplinary Research Writing: A Case Study of First Year Graduate Students in Taiwan”, Journal of Teaching and Teacher Education, 2/4, 77-87.
  • Hsieh, H. F., & Shannon, S. E. (2005). “Three Approaches to Qualitative Content Analysis”, Qualitative Health Research, 15/9, 1277-88. https://doi.org/10.1177/1049732305276687
  • Inman, A. G., Schlosser, L. Z., Ladany, N., Howard, E. E., Boyd, D. L., Altman, A. N., & Stein, E. P. (2011). “Advisee Nondisclosures in Doctoral-Level Advising Relationships”, Training and Education in Professional Psychology, 5/3, 149–159. https://doi.org/10.1037/a0024022
  • Ives, G., & Rowley, G. (2005). “Supervisor Selection or Allocation and Continuity of Supervision: PhD Students’ Progress and Outcomes”, Studies in Higher Education, 30/5, 535–555. https://doi.org/10.1080/03075070500249161
  • Kamler, B. (2008). “Rethinking Doctoral Publication Practices: Writing from and beyond the Thesis”, Studies in Higher Education, 33/3, 283-294. https://doi.org/10.1080/03075070802049236
  • Komba, S. C. (2016). “Challenges of Writing Theses and Dissertations among Postgraduate Students in Tanzanian Higher Learning Institutions”, International Journal of Research Studies in Education, 5/3, 71-80. https://doi.org/10.5861/Ijrse.2015.1280
  • Lestari, D. M. (2020). "An Analysis of The Students’ Difficulties in Writing Undergraduate Thesis at English Education Study Program of Muhammadiyah University of Bengkulu”, Premise: Journal of English Education and Applied Linguistics, 9/1, 17–29. https://doi.org/10.24127/Pj.V9i1.2588
  • Li, L. Y., &Vandermensbrugghe, J. (2011). “Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group”, Innovations in Education and Teaching International, 48/2, 195-205. https://doi.org/10.1080/14703297.2011.564014
  • Liu, C., & Harwood, N. (2022). “Understandings of The Role of The One-To-One Writing Tutor in a UK University Writing Centre: Multiple Perspectives”, Written Communication, 39/2, 228-275. https://doi.org/10.1177/07410883211069057
  • Manathunga, C. (2007). “Supervision as Mentoring: The Role of Power and Boundary Crossing”, Studies in Continuing Education, 29/2, 207-221. https://doi.org/10.1080/01580370701424650
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook, 2nd Edition, Thousand Oaks, Sage Publications.
  • Paltridge, B. (2002). “Thesis and Dissertation Writing: An Examination of Published Advice and Actual Practice”, English for Specific Purposes, 21/2, 125–143. https://doi.org/10.1016/S0889-4906(00)00025-9
  • Richards, K. (2003). Qualitative Inquiry in TESOL, Basingstoke, Palgrave Macmillan.
  • Rogers, P., Zawacki, T. M., & Baker, S. (2016). “Uncovering Challenges and Pedagogical Complications in Dissertation Writing and Supervisory Practices: A Multimethod Study of Doctoral Students and Advisors”, Supporting Graduate Student Writers, (Eds: Simpson et al.), University of Michigan Press, Ann Arbor.
  • Saehu, A. (2013). “An Analysis of English Thesis Writing: A Case Study of English Department of Uin Sunan Gunungdjati Bandung”, English Review: Journal of English Education, 2/1, 84-91.
  • Strauss, P. (2012). “‘The English Is Not the Same’: Challenges in Thesis Writing for Second Language Speakers of English”, Teaching In Higher Education, 3/17, 283-293. https://doi.org/10.1080/13562517.2011.611871
  • Thielmann, W. (2007). “Power and Dominance in Intercultural Communication”, Handbook of Intercultural Communication, (Eds: H. Kotthoff and H. Spencer- Oatey), De Gruyter, Berlin.
  • White, K. (1998). “Thesis Writing for Supervisors”, Quality in Postgraduate Research: Managing the New Agenda, (Eds: M. Kiley and G. Mullins), University of Adelaide, Adelaide.
  • Wisker, G., Robinson, G., Trafford, V., Warnes, M., & Creighton, E. (2003). “From Supervisory Dialogues to Successful PhDs: Strategies Supporting and Enabling the Learning Conversations of Staff and Students at Postgraduate Level”, Teaching in Higher Education, 8/3, 383-397. https://doi.org/10.1080/13562510309400
  • Yıldırım, S. (2020). Graduate-Level Thesis Writing in a Second Language: Perspectives of Students and Advisors (Unpublished Master’s Thesis). Boğaziçi University, İstanbul, Turkey.
  • Yu, S. (2020). “Giving Genre-Based Peer Feedback in Academic Writing: Sources of Knowledge and Skills, Difficulties and Challenges”, Assessment & Evaluation in Higher Education, 46/1, 36-53. https://doi.org/10.1080/02602938.2020.1742872
  • Zhang, Y. O., & Hyland, K. (2021). “Advice-Giving, Power and Roles in Theses Supervisions”, Journal of Pragmatics, 172, 35–45. https://doi.org/10.1016/j.pragma.2020.11.002
There are 38 citations in total.

Details

Primary Language English
Subjects English As A Second Language
Journal Section Research Article
Authors

Fazilet Sönmez Aydın 0000-0002-8861-1492

Şeyma Aktaş 0000-0003-3028-8626

Demet Yaylı 0000-0001-9556-2281

Project Number -
Early Pub Date November 22, 2023
Publication Date November 22, 2023
Acceptance Date November 6, 2023
Published in Issue Year 2023 Issue: 59

Cite

APA Sönmez Aydın, F., Aktaş, Ş., & Yaylı, D. (2023). EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(59), 149-161. https://doi.org/10.30794/pausbed.1369237
AMA Sönmez Aydın F, Aktaş Ş, Yaylı D. EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS. PAUSBED. November 2023;(59):149-161. doi:10.30794/pausbed.1369237
Chicago Sönmez Aydın, Fazilet, Şeyma Aktaş, and Demet Yaylı. “EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 59 (November 2023): 149-61. https://doi.org/10.30794/pausbed.1369237.
EndNote Sönmez Aydın F, Aktaş Ş, Yaylı D (November 1, 2023) EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 59 149–161.
IEEE F. Sönmez Aydın, Ş. Aktaş, and D. Yaylı, “EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS”, PAUSBED, no. 59, pp. 149–161, November 2023, doi: 10.30794/pausbed.1369237.
ISNAD Sönmez Aydın, Fazilet et al. “EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 59 (November 2023), 149-161. https://doi.org/10.30794/pausbed.1369237.
JAMA Sönmez Aydın F, Aktaş Ş, Yaylı D. EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS. PAUSBED. 2023;:149–161.
MLA Sönmez Aydın, Fazilet et al. “EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS”. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, no. 59, 2023, pp. 149-61, doi:10.30794/pausbed.1369237.
Vancouver Sönmez Aydın F, Aktaş Ş, Yaylı D. EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONS. PAUSBED. 2023(59):149-61.
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