Abstract

This study explores the experiences and perceptions of English as a Foreign Language (EFL) master’s students in using cognitive-behavioral strategies to promote psychological resilience during the dissertation writing process. Many students face a high level of stress, anxiety, academic burnout, low motivation, time mismanagement, and procrastination. These factors affect their mental health and hinder their ability to meet the demands of academic writing. The current study adopts a phenomenological approach to investigate participants’ lived experiences and challenges in completing their master’s dissertations. Data were gathered through semi-structured interviews and reflective journals. The findings reveal that cognitive-behavioral strategies such as planning, self-reflection, and breaking down tasks were not consistently used by participants to manage stress and overcome psychological and academic adversities. This inadequate and often unconscious use of strategies affected their ability to effectively cope with academic pressure. However, a sustainable application of these strategies plays a critical role in fostering psychological resilience and improving students’ coping mechanisms. The study underscores the relevance of psychological interventions and counseling services to address students’ needs and challenges.

Keywords: Cognitive-behavioral strategies; dissertation writing; psychological resilience; stress