Research training is challenging, and the attrition rate of
doctoral students has been increasing in Canada, the UK, the USA
and Australia. In their book, Chen and Le examine the reasons for
these students becoming demotivated, particularly in the context of
TESOL. There has been much investigation into research training
issues in multiple contexts and multiple disciplines. Yet, the
research training process in TESOL for international students has
not been explored sufficiently, and their voices have not been
heard. This book gives voice to the research trainees, allowing
their experiences to be reflected and the implications discussed in
order to help create more effective supervision models. By
employing the qualitative approach and adopting critical incident
as a new technique for data collection, Chen and Le attempt to gain
insights into the research training process to reveal different
research stages of research trainees-those undertaking PhD
degrees-and to put forward a model of supervision to improve the
innovation and quality of research. This book tackles the complex
nature of research training. It is hoped that findings of this
study can provide research supervisors and trainees with
theoretical insights and practical references.
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