NAVIGATING DUAL ROLES: NARRATIVES OF ENGLISH MAJORED SENIORS BALANCING PRACTICUM EXPERIENCE AND THESIS WRITING AT TAY DO UNIVERSITY, VIETNAM

Truong Nhut Anh

Abstract


As graduation approaches, students often have to simultaneously fulfill practicum obligations and write their dissertations, leading to increased pressure and role conflict. This study aims to examine how English- majored senior experience and manage their dual roles in a daily context. Using a qualitative narrative approach, 6 English-majored Seniors participated in semi-structured interviews and kept reflection journals during the period of managing these two burdens. The collected data were analyzed thematically to reveal common experiences and individual differences. The analysis demonstrated that managing dual roles is not a skill that can be mastered in a short period but rather a developmental process. They are influenced by emotions, health, personal expectations, and perceptions. Participants reported difficulties encountered, moments of effective adaptation coexisting with feelings of overload and burnout. The research findings also highlight the role of self-awareness and social network support in helping students rebuild their sense of autonomy. By focusing on students’ real-world experiences, this study provides insights into the psychological and practical challenges of managing dual roles, while emphasizing the need for more flexible and empathetic institutional support systems.

 

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dual roles, practicum experience, thesis writing

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References


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DOI: http://dx.doi.org/10.46827/ejel.v11i1.6518

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