| dc.description.abstract | Abstract
This study investigates the challenges encountered by EFL Libyan University students in writing graduation projects, and it also explores these challenges from their teachers’ as (supervisors) perspectives. A combination of quantitative and qualitative research methods was utilised to collect data. A structured questionnaire was used to collect the quantitative data from 60 respondents who were randomly chosen in order to know the challenges they encountered during the process of writing their projects. Semi-structured interviews were carried out with six tutors ‘supervisors’ to collect the qualitative data. The supervisors were chosen purposively to be at least with three years of supervision experience. SPSS software program was used to analyse the quantitative data while the qualitative data were transcribed and then analysed by employing the Thematic Analysis Method. The findings revealed that EFL undergraduate students face numerous challenges in the writing introduction chapter, literature review, methodology, data analysis and discussion and conclusion chapters. The research findings also showed that students encounter significant difficulties related to academic writing and referencing. Moreover, the qualitative findings reaffirmed that the most important reasons behind the students’ challenges were: lack of project writing background, lack of academic writing style, lack of academic atmosphere in colleges, lack of resources, difficulties in citation, time limit to write their graduation projects in addition to supervision challenges. All these challenges negatively influence students’ abilities to conduct a graduation project in the right way and according to the scheduled deadline given. Thus, the findings of this study are recommended to be used as a platform to convince the research site of the university to set up the Learning Support Centre to provide the academic support for the undergraduate students with research skills. | en_US |
