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p-Index From 2021 - 2026
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All Journal English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) IJoLE: International Journal of Language Education
Mansye Sekewael, Mansye
Pattimura University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Beyond Linguistics: Exploring the Cognitive and Motivational Barriers to Essay Writing for Tertiary Students Anaktototy, Karolis; Sekewael, Mansye; Latief, Muhammad Ridha Anugrah; Bin-Hady, Wagdi Rashad Ali
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.37070

Abstract

In higher education, developing strong writing skills is crucial for students' academic and career success. Unfortunately, this important aspect of education has been somewhat neglected in the context of Maluku province. Therefore, this study, serves the crucial purpose of shedding light on the multifaceted factors that underpin the deficiencies in writing skills. The primary aim of this study is to explore the fundamental factors contributing to the deficiencies in tertiary students' writing skills. To accomplish this, we conducted a quantitative survey, selecting a random sample of 70 Moluccan local students out of 120 who were enrolled in an essay writing class. Results indicate that cognitive factors play the most pivotal role in contributing to deficiencies in writing skills, boasting a remarkably high path coefficient value of 0.846. Linguistic factors and motivational aspects closely follow, with values of 0.556 and 0.528, respectively. The deficiency in writing skills among students can be attributed to a lack of internal motivation for learning, and inadequate opportunities provided by teachers for real-life observation and learning. For effective improvement in writing abilities, students need both an intrinsic motivation to learn and consistent guidance and stimulation from educators. The process of writing not only involves linguistic capability but also a deep cognitive understanding, emphasizing the need for students to process and present their thoughts comprehensively and appealingly. Improving tertiary students' writing skills require a comprehensive approach that addresses cognitive, linguistic, and motivational factors. Implementing these implications can result in more effective teaching methods and improved writing outcomes for students.
UNLOCKING POTENTIAL: THEME-BASED LEARNING TO IMPROVE NON-ENGLISH MAJORS’ READING AND WRITING SKILLS Putra, Hedyan; Sekewael, Mansye
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10556

Abstract

This study explores the effectiveness of theme-based learning in enhancing English reading comprehension and writing skills among non-English majors, specifically accounting students at the State Polytechnic of Ambon. Using a quasi-experimental pretest-post-test control group design, 50 fourth-semester students were divided into experimental and control groups, with the experimental group receiving 20 instructional sessions using the Theme-Based Model of Content-Based Instruction (CBI). The results demonstrated significant improvements in reading comprehension and writing skills in the experimental group, with 36% of students achieving "Excellent" scores in reading comprehension post-tests, compared to none in the pretest. Writing skills showed improvement across content, organization, grammar, word choice, and mechanics. Statistical analyses, including Paired Sample t-tests and regression analysis, confirmed the efficacy of this approach, which mainly benefited reading comprehension components like inference, sequencing, and vocabulary. At the same time, grammar and structure were pivotal in writing improvement. These findings highlight the importance of integrating theme-based learning into English curricula for non-English majors to address the gap between language proficiency and professional learning needs.
Mapping the AI revolution: A bibliometric analysis of ChatGPT's role in academic writing Binnendyk, Sophia; Sekewael, Mansye; Putra, Hedyan
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10313

Abstract

The rapid emergence of ChatGPT has significantly reshaped research on academic writing within higher education, particularly in second language (L2) and EFL contexts. Despite the growing volume of studies, a systematic synthesis of how this research domain has evolved remains limited. This study aims to map the conceptual and social development of ChatGPT-related scholarship in academic writing through a bibliometric analysis of Scopus-indexed journal articles published between 2023 and early 2025. The relevant metadata, including citation information, bibliographic details, abstracts, and author keywords, were exported in RIS format and imported into VOSviewer for analysis. The analysis examined publication trends, dominant research themes, theoretical frameworks, methodological orientations, and patterns of scholarly collaboration. The findings reveal a clear developmental trajectory in the literature. Early studies primarily focused on academic integrity, plagiarism, authorship, and the detectability of AI-generated text. From 2024 onward, research increasingly emphasised pedagogical integration, highlighting ChatGPT’s potential to support linguistic accuracy, rhetorical organisation, and revision processes. More recent studies extend this focus to assessment practices, institutional governance, personalization, metacognition, and self-regulated learning, reflecting the growing conceptual maturity of AI-assisted academic writing research.
Co-Authors Bin-Hady, Wagdi Rashad Ali Binnendyk, Sophia Hedyan Putra Karolis Anaktototy Latief, Muhammad Ridha Anugrah