References
- Adel, A. (2001). Metadiscourse across three varieties of English. In U. Connor, E. Nagelhout, & W. Rozycki (Eds.), Contrastive rhetoric: Reaching to intercultural rhetoric (pp. 45–62). John Benjamins Publishing Company.
- Aitchison, C. (2009). Writing groups for doctoral education. Studies in Higher Education, 34(8), 905–916. https://doi.org/10.1080/03075070902785580
- Aitchison, C., Catterall, J., Ross, P., & Burgin, S. (2012). ‘Tough love and tears’: Learning doctoral writing in the sciences. Higher Education Research & Development, 31(4), 435–447. https://doi.org/10.1080/07294360.2011.559195
- Al Hilali, T. S., & McKinley, J. (2021). Exploring the socio-contextual nature of workplace writing: Towards preparing learners for the complexities of English L2 writing in the workplace. English for Specific Purposes, 63, 86–97. https://doi.org/10.1016/j.esp.2021.03.003
- Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483. https://doi.org/10.1111/j.1540-4781.1994.tb02064.x
- Allison, D., Cooley, L., Lewkowicz, J., & Nunan, D. (1998). Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students. English for Specific Purposes, 17(2), 199–217. https://doi.org/10.1016/S0889-4906(97)00011-2
- Angélil-Carter, S. (2000). Stolen language?: Plagiarism in writing. Routledge.
- Angrosino, M., & Rosenberg, J. (2011). Observations on observation: Continuities and challenge. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 467–478). Sage Publications.
- Badenhorst, C. (2023). Bridging the unknown: Threshold concepts in doctoral writing. In L. Buckingham, J.-H. Dong, & F. Jiang (Eds.), Interdisciplinary practices in academia: Writing, teaching and assessment (pp. 147–166). Routledge.
- Badenhorst, C., & Guerin, C. (2016). Research literacies and writing pedagogies for masters and doctoral writers. Brill.
- Basturkmen, H. (2005). Ideas and options in English for specific purposes. Lawrence Erlbaum Associates.
- Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Routledge.
- Bitchener, J. (2018). A guide to supervising non-native English writers of theses and dissertations: Focusing on the writing process. Routledge.
- Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1), 4–18. https://doi.org/10.1016/j.jeap.2005.10.002
- Brown, J. D. (2016). Introducing needs analysis and English for specific purposes. Routledge.
- Bunton, D. (1998). Linguistic and textual problems in Ph.D and M.Phil [Unpublished PhD thesis]. University of Hong Kong.
- Carter, S., Guerin, C., & Aitchison, C. (2020). Doctoral writing: Practices, processes and pleasures. Springer.
- Carter, S., & Kumar, V. (2016). “Ignoring me is part of learning”: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International, 54(1), 68–75. https://doi.org/10.1080/14703297.2015.1123104
- Carter, S., & Laurs, D. (Eds.). (2014). Developing generic support for doctoral students: Practice and pedagogy. Routledge.
- Casanave, C. P., & Hubbard, P. (1992). The writing assignments and writing problems of doctoral students: Faculty perceptions, pedagogical issues, and needed research. English for Specific Purposes, 11(1), 33–49. https://doi.org/10.1016/0889-4906(92)90005-U
- Deng, L.-M. (2009). A genre-based investigation of the discussion & conclusion sections of L2 Chinese social science doctoral theses [Unpublished PhD thesis]. City University of Hong Kong.
- Dong, Y. R. (1998). Non-native graduate students’ thesis/dissertation writing in science: Self-reports by students and their advisors from two U.S. Institutions. English for Specific Purposes, 17(4), 369–390. https://doi.org/10.1016/S0889-4906(97)00054-9
- Dudley-Evans, T., & St John, M. J. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge University Press.
- Ferris, D. (1998). Students’ views of academic aural/oral skills: A comparative needs analysis. TESOL Quarterly, 32(2), 289–316. https://doi.org/10.2307/3587585
- Flowerdew, J. (2017). Corpus-based approaches to language description for specialized academic writing. Language Teaching, 50(1), 90–106. https://doi.org/10.1017/s0261444814000378
- Galloway, N. (2020). Focus groups: Capturing the dynamics of group interaction. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 290–301). Routledge.
- Geng, Y., & Wharton, S. (2016). Evaluative language in discussion sections of doctoral theses: Similarities and differences between L1 Chinese and L1 English writers. Journal of English for Academic Purposes, 22, 80–91. https://doi.org/10.1016/j.jeap.2016.01.001
- Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press.
- Manathunga, C. (2014). Reflections on working with doctoral students across and between cultures and languages. In S. Carter & D. Laurs (Eds.), Developing generic support for doctoral students: Practice and pedagogy (pp. 71–74). Routledge.
- McKay, S. L. (1990). Second language classroom research. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 281–288). Cambridge University Press.
- McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184–207. https://doi.org/10.1080/15427587.2015.1060558
- Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
- Nguyen, T. T. T. (2022). Doctoral students’ use of social media for research and writing support [Unpublished PhD thesis]. University of Auckland.
- Paltridge, B., & Starfield, S. (2020). Thesis and dissertation writing in a second language: A handbook for supervisors (2nd ed.). Routledge.
- Paré, A., Starke-Meyerring, D., & McAlpine, L. (2009). The dissertation as a multigenre: Many readers, many readings. In C. Bazerman, D. Figueiredo, & A. Bonini (Eds.), Genre in a changing world (pp. 179–193). Parlor Press and WAC Clearinghouse.
- Pecorari, D. (2006). Visible and occluded citation features in postgraduate second-language writing. English for Specific Purposes, 25(1), 4–29. https://doi.org/10.1016/j.esp.2005.04.004
- Pennycook, A. (1997). Vulgar pragmatism, critical pragmatism, and EAP. English for Specific Purposes, 16(4), 253–269. https://doi.org/10.1016/S0889-4906(97)00019-7
- Petrić, B. (2007). Rhetorical functions of citations in high- and low-rated master’s theses. Journal of English for Academic Purposes, 6(3), 238–253. https://doi.org/10.1016/j.jeap.2007.09.002
- Rose, H., McKinley, J., & Briggs Baffoe-Djan, J. (2020). Data collection research methods in applied linguistics. Bloomsbury.
- Saldaña, J. (2009). The coding manual for qualitative researchers. Sage Publications.
- Shen, L. (2020). PhD thesis discussion writing in two disciplines: Learner needs and generic characteristics [Unpublished PhD thesis]. University of Auckland.
- Sheridan, V. (2011). A holistic approach to international students, institutional habitus and academic literacies in an Irish third level institution. Higher Education, 62(2), 129–140. https://doi.org/10.1007/s10734-010-9370-2
- Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago Press.
- Silalahi, R. M. (2019). Understanding Vygotsky’s zone of proximal development for learning. Polyglot, 15(2), 169–186.
- Strauss, P. (2012). ‘The English is not the same’: Challenges in thesis writing for second language speakers of English. Teaching in Higher Education, 17(3), 283–293. https://doi.org/10.1080/13562517.2011.611871
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.; A. R. Luria, M. Lopez-Morillas & M. Cole [with J. V. Wertsch], Trans.). Harvard University Press. (Original work published 1930–1934).
- Vygotsky, L. S. (2012). Thought and language (E. Hanfmann, G. Vakar, & A. Kozulin, Eds. & Trans; rev. & exp. ed.). MIT Press. (Original work published 1934).
- Wei, J., Carter, S., & Laurs, D. (2019). Handling the loss of innocence: First-time exchange of writing and feedback in doctoral supervision. Higher Education Research & Development, 38(1), 157–169. https://doi.org/10.1080/07294360.2018.1541074
- Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
- Wood, D. (2005). The Why? What? When? and How? of tutoring: The development of helping and tutoring skills in children. Literacy Teaching and Learning, 7(1 2), 1–30.
- Wood, D., Wood, H., & Middleton, D. (1978). An experimental evaluation of four face-to-face teaching strategies. International Journal of Behavioral Development, 1(2), 131–147. https://doi.org/10.1177/016502547800100203
- Yeh, C.-C. (2010). New graduate students’ perspectives on research writing in English: A case study in Taiwan. Journal of Academic Language and Learning, 4(1), A1–A12.
- Zhang, L. J. (2022). L2 writing: Toward a theory-practice praxis. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning (pp. 33–343). Routledge.
- Zhang, L. J., & Zhang, D. (2020). Think-aloud protocols. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 302–311). Routledge.