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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Indonesian Journal of Applied Linguistics (IJAL) Jurnal English Education: Jurnal Tadris Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching Langkawi: Journal of The Association for Arabic and English English Community Journal LLT Journal: A Journal on Language and Language Teaching Register Journal Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Journal of Education Technology Voices of English Language Education Society Humaniora Journal of English Language Teaching Innovations and Materials (Jeltim) Edunesia : jurnal Ilmiah Pendidikan Pedagogy : Journal of English Language Teaching ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Journal for Lesson and Learning Studies English Language Education Reviews Jurnal Inovasi Pengabdian Masyarakat Pendidikan JEELS (Journal of English Education and Linguistics Studies) Literasi: Jurnal Pendidikan Guru Indonesia Studies in English Language and Education Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat SEAQIL Journal of Language Education Indonesian Journal of Curriculum and Educational Technology Studies Indonesian Journal of English Language Teaching and Applied Linguistics
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Journal : SEAQIL Journal of Language Education

EFL GRADUATE STUDENTS’ INNER SPEECH AND IMPLEMENTATIONS OF THEIR ACADEMIC WRITING DEVELOPMENT Lailatun Nurul Aniq; NURKAMTO, JOKO; SISWANDARI, SISWANDARI; DRAJATI, NUR ARIFAH
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

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Abstract

All around the world, colleges and universities have serious concerns about academic writing. All university and college students, especially those studying English as a second language (EFL), need to generate various textual forms for their academic education. Higher education students who do not communicate English as their native language encounter many linguistic, discursive, and cognitive difficulties when there is an educational requirement to publish academic writing in a reputable international journal. They suffer enormous barriers concerning their viewpoints as well. The purpose of this study is to investigate the particular writing experiences employed by graduate students in the English education program and assess how these practices influence their thesis and other scholarly publications. This research followed Barkhuizen et al.’s (2013) narrative inquiry paradigm. Through WhatsApp, the students engaged in several lengthy semi-structured interviews that were continued by such focus group discussions. We scrutinized and looked at their scholarly articles and theses in these dialogic interactions for two months, among other forms of English scholarly work. This research revealed that participants encountered conflict and tensions in their writing practices, particularly within specialties that require critical and suitable attention. Conjectured narratives of personal encounters in this research would be utilized as a guidance document to help evaluate students' English academic writing habits to meet their intended results. This has ramifications for how English research and educational writing is understood.