Supporting the thesis writing process of international research students through an ongoing writing group

Abstract

Evidence from research suggests writing support is particularly needed for international research students who have to tackle the challenges of thesis writing in English as their second language in Western academic settings. This article reports the development of an ongoing writing group to support the thesis writing process of international research students at an Australian university. The study is based on two main sources of data: the facilitators' ongoing observations and reflections, and student feedback collected through a questionnaire and a focus group discussion. The findings suggest that the writing group has offered a unique approach in providing ongoing support to international research students in a cooperative peer learning environment while engaging them in constant learning and writing development during the thesis writing process. Pedagogical suggestions for supporting writing development are offered in the light of a discussion of challenges and pertinent issues arising from the writing group process.