GRAMMATICAL CHALLENGES IN ENGLISH THESIS WRITING: A PHENOMENOLOGICAL STUDY OF FINAL-YEAR EFL STUDENTS
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Abstract
Writing an undergraduate thesis in English remains a tough task for many English as a Foreign Language (EFL) students, especially those in their final year. One of the most common problems during thesis writing is grammatical accuracy, which often leads to repeated revisions and delays in graduation. This study aims to explore the experiences of final-year English Language Education (ELE) students dealing with grammatical difficulties while writing their theses. Using a qualitative phenomenological approach, this research involved final-year students from the English Language Education (ELE) Study Program at Universitas Muhammadiyah Lampung who experienced delays in completing their theses. Data were collected through in-depth interviews and document analysis of thesis drafts and revision notes. The findings show that students face recurring grammatical issues, including tense inconsistency, subject–verb agreement errors, and awkward sentence structures. These challenges cause extensive revisions, longer supervision processes, emotional stress, and extended study periods beyond the typical eight semesters. The study also highlights students’ coping strategies, such as self-study, peer assistance, and repeated revisions based on supervisors’ feedback. This research concludes that grammatical problems significantly contribute to delaying thesis completion and stresses the importance of better academic writing support for final-year ELE students.
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References
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