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All Journal English Review: Journal of English Education Indonesian EFL Journal Indonesian Journal of Learning and Instruction
Nur Fathiyya Zahira Mujahidah
Niğde Ömer Halisdemir University, Niğde, Türkiye
Humanities Languange, Linguistic, Communication & Media

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ADVISOR-CENTRED, PEER-SUPPORTED: FEEDBACK ECOLOGIES OF INDONESIAN EFL STUDENTS ACROSS THREE DEGREE LEVELS Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.365

Abstract

Feedback in thesis writing is usually studied as a two-way exchange between student and supervisor, yet students draw on a wider ecology of advisors, peers, institutional services and digital tools. This study examines how the feedback ecologies of Indonesian EFL thesis writers are composed and how they change across undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them, two at each degree level. Advisors formed the core of every ecology, named as a feedback source by 12 of 14 undergraduates, all 4 master's students and 4 of 5 doctoral students. Peers formed a supporting layer that thinned with degree level: 9 of 14 undergraduates named peers, compared with 2 of 4 master's and 1 of 5 doctoral students, and no doctoral student combined advisor and peer feedback. Writing centres were used only by three undergraduates. Advisor feedback was rated the most effective support overall (M = 4.45 on a 1-to-5 scale), while undergraduates rated peer mentoring, writing centres and workshops lower than postgraduates did. Interviews showed undergraduates embedded in reciprocal peer groups described as bahu-membahu, master's students drawing on seniors and graduates, and doctoral students working in relative isolation, with one noting the absence of a peer-review culture. The study proposes a layered model of advisor-centred, peer-supported feedback ecologies and argues that institutions should strengthen the peer and institutional layers, particularly for postgraduate writers.
WRITING AT 2 A.M.: SELF-REGULATION AND TIME MANAGEMENT AMONG WORKING INDONESIAN EFL THESIS WRITERS Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.222

Abstract

Thesis writing demands sustained, self-directed effort over an extended period, a challenge compounded for Indonesian EFL students who must simultaneously manage substantial employment, business, or family obligations alongside their writing. While existing research treats self-regulation as a general disposition measured through survey instruments, few studies document the concrete, day-to-day practices working thesis writers use to protect and sustain writing time. This study addresses that gap through a qualitative, multi-case analysis of interview data from Indonesian EFL thesis writers, focusing on three informants who combined thesis writing with full-time teaching, independent business ownership, and university lecturing respectively, alongside a contrast group of non-working writers. Analysis identified three core time-management strategies — a fixed pre-dawn writing block, deadline-triggered bursts of activity, and session-based writing tied to a teaching schedule — whose severity scaled with the intensity of each writer's competing obligations. Beyond these core strategies, five further mechanisms proved central to sustaining writing under pressure: religious and spiritual anchoring of writing time, progress-tracking that served either social accountability or private efficiency depending on circumstance, active renegotiation of institutional schedules, family support functioning as practical infrastructure rather than only encouragement, and emotional regulation treated as an integrated component of time management rather than a separate concern. These findings suggest that self-regulation for working EFL thesis writers is not a single, teachable trait but a composite practice, often improvised out of necessity and scaffolded onto pre-existing routines and relationships. The study concludes that supervisory and institutional support would benefit from inviting working writers to describe and build on the systems they have already assembled, rather than offering generic time-management advice.
PARAPHRASING MACHINES AND ACADEMIC INTEGRITY: INDONESIAN EFL STUDENTS' USE OF DIGITAL TOOLS TO AVOID PLAGIARISM IN THESIS WRITING Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i3.223

Abstract

Paraphrasing is central to avoiding plagiarism in thesis writing, yet many EFL students find it difficult and increasingly hand it to digital tools. This study examines how Indonesian EFL students use digital tools to avoid plagiarism in thesis writing and what their practices reveal about their understanding of academic integrity. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 undergraduate, master's and doctoral students from 11 universities with semi-structured interviews with six of them. Students rated paraphrasing as one of the harder language skills (M = 2.96 on a scale where 1 is very difficult), and 22 of 23 used online tools such as ChatGPT, Grammarly or thesauruses. Of the 20 students who described how they avoid plagiarism, 9 delegated paraphrasing entirely to tools, 3 combined tools with their own editing or translation, 5 relied on their own words and correct citation, 2 used similarity checkers and 1 sought peer feedback. QuillBot was named by 8 students and was the default strategy among doctoral respondents. Interviews revealed premium accounts bought through online marketplaces, tools shared among friends, and one interviewee's observation, from Turnitin training, that similarity checkers cannot verify whether in-text citations match the reference list. The findings suggest that students commonly equate avoiding plagiarism with avoiding textual similarity, a view that treats integrity as a technical matter rather than one of authorship and attribution. The study proposes an integrity-oriented paraphrasing process and discusses implications for supervision, writing instruction and institutional AI policy.
WAITING FOR THE FULL DRAFT: TIMING, SOURCES, AND UPTAKE OF SUPERVISORY FEEDBACK IN INDONESIAN EFL THESIS WRITING Yayan Suryana; Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Lamhot Naibaho
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Supervisory feedback is widely regarded as the most influential support in thesis writing, yet little is known about when Indonesian EFL students actually receive it, from whom, and how they use it. This study examines the timing, sources and uptake of feedback in thesis writing among Indonesian EFL students at undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Feedback was strongly end-loaded: 10 of 22 respondents received it only after completing a full draft, two only after their examination, and one within a week of submitting a draft, while 7 received it weekly. Advisors were the dominant source (20 of 23), followed by peers (12 of 23), with writing centres rarely involved (3 of 23). Students rated feedback as very useful across language, style, structure and content (means 4.09 to 4.27 on a 1-to-5 scale), rated advisor feedback the most effective support (M = 4.45), and reported implementing it often or always (20 of 22). Interviews revealed that effective feedback was specific, focused and helped students narrow their ideas, whereas inconsistent direction across meetings frustrated them and led some to comply rather than understand. When asked what would help most, students requested clear, specific, formative feedback, more frequent and flexible access, and encouragement rather than criticism. The findings suggest a paradox of high uptake under low frequency and point to staged feedback cycles as a practical improvement to thesis supervision.
Co-Authors Dadang Solihat Fahrus Zaman Fadhly Harun Al Rasyid Magdalena Ngongo Marwito Wihadi Naibaho, Lamhot Yayan Suryana