Reframing Thesis Supervision in the Digital Era: A Qualitative Exploration of Virtual Communication Practices in English Education
Keywords:
Virtual Communication , English Education, Thesis Consultation, Digital Literacy, Academic SupervisionAbstract
The current research aimed to analyse the role of virtual communication in achieving successful outcomes in the consulting thesis for English education students at Kiki Areski Kampus. Many studies have examined virtual communication in general educational contexts, but it is still rare to explore its specific use in thesis consultation within universities. The study design used a qualitative approach. The research was conducted at Kiki Areski Kampus, involving both consultants and students who frequently engaged in online thesis consultation sessions. The subjects of this study were three consultants and 30 English education students who utilised virtual platforms during their supervision. The data collection methods included interviews, observations, and documentation. The techniques for analysing the data followed qualitative procedures, including categorisation, identification, interpretation, and conclusion drawing. The findings showed that several virtual communication platforms, such as Zoom, Google Meet, and WhatsApp, were utilised effectively during the thesis consultation process. The participants improved their academic performance and communication competence through virtual interaction by establishing structured consultation schedules, adapting feedback to different communication styles, and understanding the function of virtual platforms in supporting academic supervision. The study concluded that virtual communication plays an important role in facilitating flexibility, feedback efficiency, and successful outcomes in thesis consultation for English education students in the university context.
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