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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LingTera JEES (Journal of English Educators Society) LET: Linguistics, Literature and English Teaching Journal Berumpun: international journal of social, politics and humanities JALL (Journal of Applied Linguistics and Literacy) Elsya : Journal of English Language Studies JLA (Jurnal Lingua Applicata) Edunesia : jurnal Ilmiah Pendidikan J-REaLL Pedagogy : Journal of English Language Teaching Prominent : Journal of English Studies Journal of Advanced Multidisciplinary Research J-Lalite: Journal of English Studies English Language Education Reviews Journal of General Education and Humanities Journal of Linguistics, Culture and Communication REGISTER JOURNAL Syaikhuna: Jurnal Pendidikan dan Pranata Islam STAI Syaichona Moh. Cholil Bangkalan
Adhan Kholis
Universitas Nahdlatul Ulama Yogyakarta, Indonesia
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The role of classroom interaction in daily writing practice and EFL recount text writing Saifudin, Ahmad; Kholis, Adhan; Gharamah, Fadhl Mohammed Awadh
JEES (Journal of English Educators Society) Vol 11 No 1 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v11i1.2001

Abstract

This study investigates how daily writing practice enhances EFL students’ recount text writing through classroom interaction. While previous research has demonstrated the benefits of regular writing practice, most studies have relied on quantitative measures and have paid limited attention to how writing development is mediated through classroom interaction in authentic learning contexts. Addressing this gap, the present study employs a qualitative design to explore both writing development and interactional processes in an Indonesian higher education setting. The study was conducted with 15 third-semester students enrolled in an Intermediate Writing course. Data were collected through classroom observations, students’ written texts, and semi-structured interviews, and were analyzed using thematic analysis to identify patterns of interaction and trajectories of writing development over time. The findings reveal that daily writing practice led to specific improvements in idea elaboration, chronological organization, and control of past tense forms in recount texts. More importantly, classroom interaction, particularly lecturer feedback, peer discussion, and guided questioning, functioned as a mediating mechanism that supported revision, genre awareness, and self-regulated writing. Students gradually shifted from fragmented and formulaic writing to more coherent and reflective recount texts. This study contributes to EFL writing pedagogy by providing qualitative evidence that writing development is not solely driven by practice frequency but also by the quality of interaction embedded within writing activities. It highlights the importance of integrating routine writing practice with interactive, genre-based instruction to foster sustained writing development in higher education contexts.
Co-Authors Abadi, Anis Susila Ahmad Saifudin, Ahmad Al Amri , Afan Welman Aminah Aminah Arta, Berli Bagya aryanto Diffani, Hasyifa Gharamah, Fadhl Mohammed Awadh Hikmah, Pramesti Chayatul Iryanti, Heni Dwi Lisan, Khusnul Harsul Mahmudah Mahmudah Meilani, Rini Intansari Rahayu Rahayu Riza Laras Amyatun Salamanja, Prasetya Rakhmat Darmawan Sholihah , Akhris Fuadatis Sholihah, Akhris Fuadatis Siti Fatimatuz Zahrah Suwiyah, Suwiyah Ulul Azmi Zahrah, Siti Fatimatuz