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This chapter adopts a reflexive stance to explore the complexities of providing thesis writing support at a school of education within an English-medium university in Kazakhstan. While thesis writing is typically self-directed, the authors introduced supplementary support to enhance the guidance offered by thesis supervisors. They document a range of initiatives aimed at fostering student engagement and interaction. Although the term “thesis writing support” was initially ambiguous, this vagueness enabled a process of pedagogical rediscovery. Through critical reflection, the chapter offers insights into how the goals of students, supervisors, and Academic English instructors can align, highlighting the value of student engagement and cross-faculty collaboration.

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Navigating Ambiguity to Achieve Clarity: Complexities in Providing Thesis Writing Support from the Perspectives of Two Academic English Instructors

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  • 发表日期：

    2025年

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  • Anita Jayachandran,
  • Ainur Almukhambetova

摘要

This chapter adopts a reflexive stance to explore the complexities of providing thesis writing support at a school of education within an English-medium university in Kazakhstan. While thesis writing is typically self-directed, the authors introduced supplementary support to enhance the guidance offered by thesis supervisors. They document a range of initiatives aimed at fostering student engagement and interaction. Although the term “thesis writing support” was initially ambiguous, this vagueness enabled a process of pedagogical rediscovery. Through critical reflection, the chapter offers insights into how the goals of students, supervisors, and Academic English instructors can align, highlighting the value of student engagement and cross-faculty collaboration.