Ismail & Hussain 2010 This Dissertation

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Rudby (2005) specifically identifies organizational and generic difficulties that might be encountered as a part of the cultural disparity that exists between many non-native English speakers and the institutions wherein they earn advanced degrees, noting that it is far more than a simple linguistic barrier that makes the proper collation and presentation of research questions and data difficult for EFL and ESL students. Simple writing modules that emphasize theoretical underpinnings and practical techniques, and that incorporates other areas of academic knowledge and research as well, have proven especially effective in supporting ESL/EFL dissertation efforts and leading to greater clarity and reliability in the presentation of results and in the results and findings of ESL/EFL dissertations themselves (Rudby 2005). Though built on a single case study, the conclusions and recommendations made herein are also largely supported by previous and more general research (Rudby 2005).

Reynolds 2005

This research compared language fluency and improvement rates in elementary and junior high school aged students, and examined the role that teaching methods and practices had on these figures.

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Though not pertaining directly to the issue of ESL/EFL graduate student progress and dissertation deign, preparation, and presentation, this study identifies specific elements of language use in academic settings that pertain both directly and indirectly to the issues encountered in dissertation preparation and presentation, and the research notes that while similar skills and associations within these elements are taught both to ESL/EFL students and to native English speakers in standard language arts curricula, associations remain stronger and progress rates faster in standard rather than ESL/EFL language arts programs (Reynolds 2005). A lack of practice is one of the key factors identified insofar as explaining this noted discrepancy; this is an issue that is likely to effect graduate students perhaps even more than younger students, as peer groups and siblings are less likely to speak English at older ages than at earlier points in development (Reynolds 2005)......

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