Thesis Writing in English Language Teaching: Structure, Organization and Practices

Abstract

Background: Thesis writing is a significant academic requirement for master’s level students in English Language Teaching (ELT) and applied linguistics at Tribhuvan University, Nepal, demanding critical thinking, academic writing competence, and systematic organization of research. However, many students face difficulties in understanding the rhetorical structure, methodological considerations, and academic conventions of thesis writing.

Methods: This paper adopted a conceptual and review-based approach by critically examining relevant theoretical perspectives and scholarly literature related to thesis writing and structuring in ELT and applied linguistics. The discussion focused on major thesis components, including the abstract, introduction, literature review, methodology, results and discussion, and conclusion.

Results: The results indicated that coherence, clarity, methodical arrangement, and critical engagement with literature are crucial for good thesis writing. The paper also revealed that the sections of the thesis have a rhetorical and methodological purpose, which contributes to the overall quality, rigor, and scholarly value of the research. Furthermore, the paper emphasized the need for genre knowledge, research positioning and adherence to academic standards in the development of a good thesis.

Conclusion: The article highlights the importance of structured academic guidance in developing effective thesis-writing practices among students and novice researchers in ELT and applied linguistics.

Novelty: The article provides a systematic and comprehensive overview of thesis writing practices by integrating rhetorical, methodological, and pedagogical perspectives within the context of ELT and applied linguistics.