| This study investigates graduate students' academic resilience during their English thesis writing process and explores the patterns, approaches, and coping mechanisms employed. Employing a case study methodology and an abductive approach, the study integrates qualitative data to interpret quantitative findings. The research specifically addresses three questions: (1) What are the patterns of academic resilience that graduate students exhibit during their English thesis writing process? (2) What writing approaches do the graduate students employ during their master’s thesis writing? (3) What coping mechanisms do the graduate students use in the face of challenges, and how do these mechanisms influence their approach to thesis writing? To answer these questions, the study utilized Cassidy's Academic Resilience Scale-30 (ARS-30) to map the participants’ academic resilience through an online survey, assessing nineteen participants' resilience throughout their thesis writing journey. Additionally, Mendoza et al.'s (2020) questionnaire on approaches to thesis writing—covering deep, unreflective, and organized approaches—was employed to understand participants' writing strategies. In-depth insights were further obtained through individual semi-structured interviews, enriching the data on academic resilience, thesis writing approaches, and the diverse experiences of master’s thesis writing. Participants, representing various academic disciplines, provided insights into challenges such as linguistic proficiency, cultural adaptation, supervisory dynamics, and psychological stressors. Findings highlight complex relationships between academic resilience, thesis writing approaches, and contextual influences. Each participant demonstrated unique patterns of resilience and approaches, with variation reflecting individual contentment with their accomplishments upon completion. In conclusion, this study offers a comprehensive understanding of the thesis writing process, contributing valuable insights to thesis supervision practices and the teaching of academic writing and research proposal courses in master’s programs. |