Perspectives on Academic Writing among Indonesian EFL University Students

EFL Graduate Students’ Scholarly Writing Proficiency and Publication Challenges: Evidence from Some Indonesian State Universities

This study investigated the academic writing proficiency and publication-related challenges of EFL graduate students from three state universities in the southern region of Sumatra, Indonesia. The study employed a quantitative descriptive design involving 84 graduate students enrolled in the Master's Program in English Education. Data were collected through an academic writing proficiency test and a Likert-scale questionnaire and were analyzed using descriptive statistics. The findings revealed that the students’ academic writing proficiency was generally at a moderate level, with mean scores of 67.51, 77.38, and 77.00 across the three universities. The questionnaire results indicated that students encountered considerable challenges in publication-oriented academic writing, particularly in grammar, paraphrasing, analytical writing, coherence development, citation and referencing practices, and identifying reputable journals for publication. Grammatical difficulties emerged as the most dominant challenge across the three universities. In addition, the students demonstrated weaknesses in applying APA 7th citation conventions, evaluating academic sources, and constructing analytical arguments and developing research novelty. These findings suggest a mismatch between the increasing institutional expectations for scholarly publication and graduate students’ actual readiness for publication-oriented writing. The study concludes that success in academic publication requires not only English proficiency but also rhetorical competence, critical thinking skills, and publication literacy. Therefore, universities should strengthen academic writing instruction and provide structured support in paraphrasing, analytical writing, citation management, and scholarly publication practices to better prepare graduate students for academic publishing.

Improving Female Students' Descriptive Writing Skills Through the Microselection Learning Strategy: A Classroom Action Research Study

Writing in English as a Foreign Language (EFL) represents one of the most demanding competencies for Indonesian junior high school students, particularly those enrolled in Islamic boarding schools (pesantren) where instructional time is constrained by dual academic and religious curricula. This study examined the effectiveness of the Microselection Learning Strategy in improving descriptive text writing skills among ninth-grade female students at Khoirotul Usroh Islamic Boarding School, Stabat, Langkat Regency, North Sumatra, Indonesia. A Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model was employed across two cycles over five weeks, involving all 36 female students as participants through a saturated sampling technique. Data were collected using pre-tests and post-tests evaluated with a five-dimension rubric (title, identification, description, vocabulary, and closing), supplemented by observation sheets, semi-structured interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive percentage statistics; qualitative data followed Miles and Huberman's reduction–display–conclusion framework. Results showed a dramatic improvement in classical mastery: from 13.89% in the pre-test to 50.00% after Cycle I, and reaching 100.00% at the conclusion of Cycle II. The class mean score rose from approximately 46.9 to 87.1 points. Qualitative findings corroborated these gains, documenting improvements in vocabulary selection, sentence cohesion, paragraph organisation, and student confidence. The Microselection strategy proved highly effective as a scaffolded, cognitive-theory-grounded approach to EFL writing instruction in a boarding school context.

Exploring Moroccan Public Secondary School Teachers’ Perceptions of the Effectiveness of English as a Medium of Instruction (EMI)

Lower Secondary School Teachers’ Perspectives on Literary Competences in EFL Teaching.

Exploring English Speaking Anxiety in EFL Context: A Lesson from First Year University Students

English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.

The Impact of English Slang in Indonesian Efl Students to Enhance Student’s Speaking Skill

English speaking proficiency remains a challenge for many Indonesian EFL students due to limited opportunities to practice authentic communication and low self-confidence in using the language. Since English slang is commonly used in everyday communication and digital media, it has the potential to create a more engaging and natural speaking environment for students. This study aimed to investigate the impact of English slang on Indonesian EFL students’ speaking skill. A qualitative research design was employed involving 17 tenth-grade students at a vocational high school in Indonesia. Data were collected through observation checklists, speaking performance assessments, students’ self-reflection questionnaires, and documentation. The students participated in pair conversations on various topics and were encouraged to use English slang expressions appropriately. The findings indicate that all students actively participated in the activity, used English to communicate, and incorporated slang expressions into their conversations. Most students achieved a rating of Good or Very Good in their speaking performance, particularly in terms of fluency, pronunciation, confidence, and the use of English slang. Self-reflection results also indicate that students felt more comfortable, confident, and motivated when speaking English using slang expressions. In addition, students felt that slang made conversations more natural and helped them express their ideas more easily. These findings suggest that English slang can positively support students’ speaking skills by boosting their self-confidence, participation, fluency, and communicative engagement in EFL classrooms.