Exploring the role of English thesis supervisor-supervisee: expectations and relationship

Abstract

This study explores the dynamics between English thesis supervisors and supervisees within MA programs at both public and private universities, focusing on expectations and challenges. Despite the acknowledged significance of the supervisor-supervisee relationship in academic writing, there is a notable lack of information in the literature regarding the unique dynamics within the Bangladeshi ESOL context, particularly among master's students. Therefore, this study aims to bridge this gap. Utilising a phenomenological study, qualitative interviews revealed that supervisees faced various obstacles, including difficulties in topic selection, resource acquisition, and balancing academic responsibilities with personal life. Moreover, they encountered issues related to grammar, methodological frameworks, literature review, and emotional challenges, which often resulted in low self-confidence. In response, supervisees employed strategies such as seeking detailed feedback, maintaining open communication, and fostering supportive relationships with their supervisors. The findings emphasise that supervisees expect mutual respect, friendly interactions, comprehensive feedback, emotional support, and consistent guidance throughout the thesis process. Furthermore, the study underscores the necessity for supervisors to adopt personalised supervisory styles that address individual needs, thereby significantly enhancing the overall thesis experience. The study informs the best practices for thesis supervision, offering valuable insights applicable not only to ESOL contexts such as Bangladesh but worldwide.