ESP

RESEARCH PROPOSAL

Submitted to: Dr. Salma Kalim

Submitted by: Group 7

Tehreem Sadaf (2201-FLL/BSENG/F19)

Raheen Farooqi (2168-FLL/BSENG/F19)
Mah Noor (2237-FLL/BSENG/F19)
Rabia Jangraiz (2205 -FLL/BSENG/F19)
Ishba Aziz (2227-FLL/BSENG/F19)
Anam Azam (2142-FLL/BSENG/F19)
Areej Saeed (2173-FLL/BSENG/F19)

INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD

FACULTY OF LANGAUGES AND LITERATURE
DEPARTMENT OF ENGLISH
 Assessing Thesis and Dissertation Writing Needs of Pakistani Ph.D. Students in
English Language and Literature: A Corpus-Driven Analysis

Introduction:

In Pakistan, a significant number of ESL students are pursuing Ph.D. degrees in English
Literature and Linguistics, which necessitate writing a thesis or dissertation in English. A thesis
or dissertation is a text that is produced for assessment purposes, and the immediate
audience is the examiner, or examiners (Thompson, 2013, p. 284). However, many of
these students face challenges in meeting the rigorous writing standards expected at this level.
Often, they are unaware of the level of preparation necessary for writing a thesis or dissertation.

Flowerdew in his essay Needs Analysis and Curriculum Development in ESP (2013) has
suggested, “Needs analysis, carried out to establish the “ what ” and the “ how ” of a course, is
the fi rst stage in ESP course development, followed by curriculum design, materi- als selection,
methodology, assessment, and evaluation” (2013, p. 325). This study aims to explore the
thesis and dissertation writing needs of Pakistani Ph.D. students specializing in English
Language and Literature and endeavors to assist ESL students in their preparation for thesis
and dissertation writing, providing insights into their English proficiency levels, familiarity with
academic writing conventions, and the support mechanisms offered by their educational
institutions.

By employing a corpus-driven analysis approach, this study will analyze a corpus of written texts
to identify the linguistic features, rhetorical strategies, and challenges encountered by these
students during their academic writing process. This research would involve using a corpus of
texts written by Pakistani Ph.D. students in the field of English Language and Literature to
investigate their specific writing needs and challenges. The objective of this research is to
provide empirical evidence and insights into the specific writing needs and challenges of
Pakistani Ph.D. students in English Language and Literature. The findings can inform the
development of tailored support programs, instructional materials, or interventions that address
the identified gaps and enhance the academic writing skills of these students.

The significance of this case study lies in its potential to contribute to the existing literature on
academic writing support, particularly within the Pakistani context. While studies on thesis and
dissertation writing needs of Ph.D. students have been conducted in various contexts, research
specifically focusing on English Language and Literature students in Pakistan is limited.

Research Questions:

1. What are the specific writing needs and challenges faced by Pakistani Ph.D. students in
English Language and Literature during their thesis and dissertation writing process?
 2. What are the prominent linguistic features and rhetorical strategies employed by
Pakistani Ph.D. students in the field of English Language and Literature in their thesis
and dissertation writing?
3. How can analysis of annotated corpus using corpus linguistics and statistical methods
can help identify genre-specefic conventions and writing patterns?

4. How can the analysis and identification of writing needs help design pedagogical
inventions and support programs?

Literature Review:

Paltridge’s essay Thesis and Dissertation Writing: Preparing ESL Students for Research
highlights the lack of attention given to thesis and dissertation proposal writing for ESL
students in the existing literature and the challenges they face in meeting the demands
of writing at this level. According to Paltridge (1997), as far as the published literature is
concerned, “There do not, equally, appear to be any teaching programs for ESL
students which focus on writing thesis and dissertation proposals” (p. 62). To address
this gap, the author of the article has presented a program designed to assist ESL
graduate students in preparing for thesis and dissertation writing by focusing on the
thesis proposal as an important part of that process. This program provides guided
instructions in the preparation of a thesis proposal and aims to integrate goal-oriented
and process-oriented approaches to program development. According to Paltridge
(1997), mastering the skill of writing a thesis proposal can have lifelong benefits for ESL
students,“The acquisition of a skill such as writing a thesis proposal, thus, can also be
part of the acquisition of a more significant lifelong skill; that is, preparing to carry out
research in the broader academic and/or scientific communities of which many of them
might ultimately wish to become part” (p. 68). This program focuses on the structure,
purpose and content of the research proposals, that can help students to become
efficient researchers.

Richard’s essay Thesis/Dissertation Writing for EFL Students: An ESP Course Design,
provides a comprehensive description of an ESP thesis writing course, developed by
the author, which is built with a particular attention to target learning needs, through the
involvement of target level participants and EFL learners. This article presents the
course design, implications for teaching the thesis as well as other forms of total
discourse to EFL students. Richard (1988) designs this course on the basis of
Hutchinson and Waters’ learning centered approach to ESP and stresses on the fact
that ‘the course design must not only identify the target competence but also
incorporate the means of learning that competence’ (p. 172). By analyzing the target
situation needs at department and university level, this course develops an interactive
model of need analysis that defines the target outcome and course objectives as the
course develops. Four major target learning needs emerge as a result of needs
assessment during this course. These are defining the constraints and possibilities for
the ESP course design, determining the students’ initial starting points, facilitating the
thesis-interaction between students and advisors, and analyzing the form and process
of writing rang science thesis. These target needs are worked upon through weekly
tasks that are reviewed and revise. A continual interactive assessment of students by
the author and the advisors ensures that target learning needs determine course
development and outcome. At the end of the course, the comments of students’ works
suggest a concern about organization, outline, and revision. It is observed that learning
prerequisite organizing and editing skills is more useful early in their careers than later.
Richards (1988) observes that ‘ESP teaching of the research paper be provided early
on to make students more sensitive to the rhetorical structures in specific genres’ (p.
178). Observation of the author suggest that the advantage of offering EFL graduate
students a thesis and dissertation writing course based on interactive needs analysis is
that students learn to write their research for participating, known target determiners.
Such a course can thus serve as an intermediate step in the actual journal-writing
process where the audience is less familiar. The characteristics of this EFL course are
the ESP learning-centered approach, an interactive needs assessment, and a target
outcome of total discourse. The author notes that such a needs analysis model is
especially useful for a course where the target outcome is moderated by the interests of
several groups. This course asserts that a learning-centered ESP approach based on
interactive needs analysis does provide an intensive EFL model for achieving progress
in short periods of time that is possible when both the target product and the target
process determine how students can meet complex total discourse demands.

Flowerdew in his essay Needs Analysis and Curriculum Development in ESP (2013) has talked
about need analysis. Flowerdew has suggested that “Needs analysis refers to the techniques
for collecting and assessing information rele-vant to course design: it is the means of
establishing the how and what of a course. It is a continuous process, since we modify our
teaching as we come to learn more about our students, and in this way it actually shades into
evaluation – the means of establishing the effectiveness of a course” (2013, p. 325).
Flowerdew is of the view that “Needs is actually an umbrella term that embraces many aspects,
incorporating learners ’ goals and backgrounds, their lan- guage profi ciencies, their reasons for
taking the course, their teaching and learning preferences, and the situations they will need to
communicate in. Needs can involve what learners know, don’t know or want to know, and can
be collected and analyzed in a variety of ways” (2013, p. 325).

Anothny in his book Introducing English for Specific Purposes (2018) has suggested
that ‘ESP instructors in a well established program can be confident that the courses
they teach have been constructed based on an extensive analysis of learner needs
carried out at the section, department, or institutional level over many years’ (p. 64).
Anthony (2018) is of the view that 'for a needs analysis to be reliable, it should produce
the same results if repeated (adjusting, of course, for time). To be valid, the needs
analysis should reveal the individuals’ different perspectives on needs, and not some
unrelated other factor. In contrast, to be practical, a needs analysis should be designed
in a way that allows it to be carried out within a reasonable time and cost' (2018, p. 71).

Another article Temporal change in dissertation macrostructures (2021) by Anderson &

Okuda aims to examine how the macrostructures of doctoral dissertations have evolved
over a span of 52 years (1966-2018) in a Canadian research university. The article
builds on prior research conducted by Anderson et al. in 2020, Anderson & Okuda in
2019, and Anderson et al. in 2021, which investigated macrostructural variation in
doctoral dissertations. Anderson & Okuda (2021) has emphasized the research gap in
the literature regarding the global organization or macrostructural features of
dissertations: “Although a great deal has been written about the dissertation across
different topics and platforms, very few studies have analyzed the global organization
features, or macrostructures, of these dissertations over a substantial period of time and
involving a robust selection of representative texts” (p. 01). To address this gap, the
authors seek to identify the macrostructures of the 1,254 doctoral dissertations,
including both EdD and PhD dissertations, from a single Canadian research university,
tracking changes over time and identifying co-authorship practices. The authors employ
qualitative and comparative analysis to interpret the data collected, focusing on the
macrostructural features of dissertations and co-authorship practices. The findings
reveal a growing trend of manuscript-based and/or published sections in dissertations,
often with co-authorship, indicating changes in dissertation writing practices and genre
conventions over time. The authors conclude with implications of these changes and
emphasize the need for further research to better understand the implications for
doctoral education, academic writing practices, and stakeholders such as doctoral
students, supervisors, and institutions. Students may utilize this study as a reference or
framework for their own research projects by considering the study's methodology,
findings, and implications in order to design and conduct their research in related areas
of dissertation writing practices, co-authorship practices, and evolving genre
conventions in academia. The study's methodology demonstrates the collection and
analysis of a large corpus of dissertations, which could serve as a guide for students
who are considering conducting similar analyses in their own research. The findings of
this study shed light on current trends and shifts in dissertation writing practices,
providing a solid foundation for students to explore related issues in their own research.
Furthermore, the implications discussed in the study inspire students to examine the
broader implications of these changes in their own research projects, including
considering how personal choices and institutional influences shape dissertation
genres. Overall, this research serves as a valuable resource for students like us
conducting research in the field of dissertation writing practices and related areas.

Another article derived from Chapter 15 of "The Handbook of English for Specific
Purposes," edited by B. Paltridge and S. Starfield, the chapter authored by Thompson
(2013) focuses on the research at masters’ level and that done at doctoral level
conducted in the area of English for Specific Purposes and how it can inform the
teaching and support of the students. It also deals with a discussion of research into the
writing practices of second language. English for Specific Purposes and The Journal of
English for Academic Purposes are two journals that have featured the majority of ESP
research on thesis and dissertation. This chapter has explored different dimensions of
research that include its purpose, structure, genre description, process view, language
guidance etc.

This chapter has explored the organization of theses and dissertations and at what
research has uncovered about the linguistic features of different parts of such texts. It
has also discussed how this research can inform writing support and instruction in EAP
contexts. The review highlights the role of influential researchers and their contributions
to the field. Paltridge (2002) has proposed four types of thesis organization: traditional
simple, traditional complex, topic-based, and compilation of research articles. Traditional
simple follows a scientific research report structure, traditional complex has an
introduction, literature review, and IMRD chapters, topic-based features chapters based
on individual topics, and compilation of articles consist of published articles.

Genre analysis has been the most effective research method for writing theses and
dissertations, focusing on the analysis of introductions, literature reviews, discussion
sections, and conclusions. Several theorists have developed models to guide the
structure of these sections. Swales' (1990) Create a Research Space (CARS) model for
introduction analysis involves three steps: establishing a territory, establishing a niche,
and occupying the niche. Bunton (2002) and Samraj (2008) have also proposed
variations of the CARS model. According to Thompson (2006), research on citation
practices indicates a tendency to use non-integral citation types that focus on
information rather than individuals. Dudley-Evans (1994) and Bitchener (2010 b)
suggest three-move models for discussion sections, including background information,
restatement of aims and research questions, hypothesis and methodology, and a
statement of results or findings. Bunton (2005) recommends a generic structure for
conclusion chapters, which includes restating aims, consolidating research, identifying
practical and theoretical implications, providing recommendations for further research,
and concluding with a restatement.
Research Methodology:

To investigate the thesis and dissertation writing needs of Pakistani Ph.D. students in
English Language and Literature, a mixed-methods research approach will be
employed. This will involve both quantitative and qualitative data collection and analysis
techniques. Corpus-driven analysis will be conducted on a collection of academic texts,
including theses and dissertations, to identify linguistic patterns, structures, and
language features specific to this domain. Surveys and interviews will be utilized to
gather insights into participants' perceptions and experiences.

1. Data Collection:

This study employs a corpus-driven analysis approach to investigate the thesis and
dissertation writing needs of Pakistani Ph.D. students in the field of English Language
and Literature.

2. Corpus Compilation:

To compile the corpus, written texts in the form of theses and dissertations authored by
Pakistani Ph.D. students in English Language and Literature will be collected. The texts
will be obtained from various universities in Pakistan encompassing a diverse range of
topics. Ethical considerations will be followed to ensure the privacy and confidentiality of
the participants' work.

3. Surveys:

Surveys will be administered to Pakistani Ph.D. students in English Language and

Literature to gather quantitative data on their thesis and dissertation writing needs. The
surveys will be designed to assess their language proficiency, specific challenges faced
during the writing process, areas where they require assistance, and their perceptions
of their writing abilities. These surveys will include Likert scale and closed-ended
questions, offering participants a range of options. Depending on participants'
preferences and accessibility, surveys can be conducted online or in person.

4. Interviews:

Interviews will be conducted to gather qualitative data on students experiences and

perceptions related to thesis and dissertation writing. The interviews will provide an
opportunity for participants to elaborate on their writing needs, challenges faced,
strategies employed, and their suggestions for improvement. The interviews will be
audio-recorded with the participants' consent and transcribed verbatim for further
analysis.
 5. Corpus Annotation:

The compiled corpus will undergo meticulous annotation. Relevant linguistic features,
structural elements, and patterns of interest will be marked within the texts. An
annotation scheme will be developed, specifying the criteria for identifying and labeling
the desired linguistic features and structures. This process will enable the extraction of
valuable insights during the subsequent analysis.

6. Data Analysis:

The annotated corpus will be subjected to corpus linguistics and statistical methods for
analysis. Corpus linguistic tools and software will be utilized to explore the corpus and
identify genre-specific conventions and writing patterns. Frequency distributions,
collocations, concordances, and other relevant linguistic features will be examined to
gain a comprehensive understanding of the writing characteristics prevalent in the
corpus.

7. Writing Needs Assessment:

Building upon the corpus analysis, the study will assess the specific thesis and
dissertation writing needs and challenges faced by Pakistani Ph.D. students in English
Language and Literature. This assessment will involve a systematic examination of
common linguistic errors, weaknesses in academic writing skills, and areas where
students may require additional support or instruction. Factors such as language
proficiency, academic background, and research topics will also be considered to
analyze potential variations in writing needs and challenges.

8. Recommendations for Pedagogical Interventions and Support Programs:

Based on the findings from the analysis and assessment, evidence-based

recommendations will be formulated to address the identified writing needs of Pakistani
Ph.D. students. Pedagogical interventions, support programs, and strategies will be
proposed to enhance the quality of thesis and dissertation writing. These
recommendations will aim to provide targeted support, improve academic writing skills,
and enhance the overall writing experience of Pakistani Ph.D. students in English
Language and Literature.

Contributions of the study in the field of ESP:

This study on the thesis and dissertation writing needs of Pakistani Ph.D. students in
English Language and Literature can contribute to the field of ESP in several ways. The
study focuses on the specific context of Pakistani Ph.D. students in English Language
and Literature. By examining the unique challenges and needs faced by students in this
context, the research provides valuable insights for ESP practitioners and educators
working with similar student populations.

Through the corpus-driven analysis, the study aims to identify the specific writing needs
and challenges faced by Pakistani Ph.D. students. This information can help inform the
development of targeted instructional materials, support programs, and interventions
that address the identified gaps in academic writing skills and cater to the specific needs
of these students.

By conducting surveys and interviews with the students, the study collects empirical
data on their perceptions, experiences, and language proficiency levels. This empirical
evidence adds to the existing literature on ESP and provides a deeper understanding of
the thesis and dissertation writing needs in the Pakistani context.

The findings of the study can contribute to the development of effective pedagogical
approaches for teaching thesis and dissertation writing to ESL students. By
understanding the linguistic features, rhetorical strategies, and challenges encountered
by Pakistani Ph.D. students, ESP practitioners can design instructional materials and
courses that address these specific needs and promote successful academic writing
outcomes.

While there are studies on thesis and dissertation writing needs of Ph.D. students in
various contexts, research specifically focusing on English Language and Literature
students in Pakistan is limited. This study fills that gap by providing insights into the
writing needs and challenges faced by this particular group of students, thereby
expanding the existing literature on thesis and dissertation writing in ESP.

References:

Anderson, T., & Okuda, T. (2021). Temporal change in dissertation macrostructures.

English for Specific Purposes, 64, 1–12. https://doi.org/10.1016/j.esp.2021.06.001

Anthony, L. (2018). Introducing English for Specific Purposes. Routledge.

Paltridge, B. (1997). Thesis and dissertation writing: Preparing ESL students for
research. English for Specific Purposes, 16, 61-70.
doi:10.1016/S0889-4906(96)00028-2
Paltridge, B., & Starfield, S. (2013). The handbook of English for Specific Purposes.
Wiley-Blackwell.

Richards, T. Rebecca. Thesis/Dissertation Writing for EFL Students: An ESP Course

Design. English for Specific Purposes, 7, 171-180. https://doi.org/10.1016/0889-4906
(88)90014-2

Thompson, P. (2013) Thesis and Dissertation Writing. The Handbook of English for
Specific Purposes 7: 283-296.