VIETTESOL INTERNATIONAL CONVENTION 2025

Completing graduation theses for inexperienced English-major seniors is a challenging journey, especially within a tight deadline. This study dives into students’ lived experiences of motivation and growth through the lens of phenomenology and Self-Determination Theory. Four in-depth interviews with two male and two female students, each supervised by a different lecturer, revealed the problems they faced and how they addressed the challenges. All four students faced similar difficulties during their thesis completion, including time pressure, a 10-credit thesis (a factor that affected their GPA and degree classification), and a lack of research experience, which initially caused confusion and worry. However, with a viable schedule set by supervisors and their support via digital communication tools, the students developed their autonomy and competence through self-learning, utilizing resources such as YouTube, websites on data analysis software like SPSS, and learning from their peers. Despite the pressures, the students demonstrated self-regulation to overcome challenges and reach their goal. Notably, one student transformed from initial tensions to a passion for research and now aims to pursue a master’s degree following her graduation. The findings highlight that supervisors’ timely support and the use of digital tools are key to easing pressures and boosting skills. This paper suggests that students should proactively join research groups to gain experience and prepare for their thesis journey, and convenient communication channels should be chosen for more effective support to help students thrive.