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All Journal Jurnal Pendidikan dan Pengajaran ELT Worldwide: Journal of English Language Teaching Jurnal Produksi Tanaman EDULITE: Journal of English Education, Literature and Culture International Journal Ihya' 'Ulum al-Din EDUVELOP (Journal of English Education and Development) MATAPPA: Jurnal Pengabdian Kepada Masyarakat Journal AL-MUDARRIS Al-Musannif Inspiring: English Education Journal Ethical Lingua: Journal of Language Teaching and Literature Interference: Journal of Language, Literature, and Linguistics LETS: Journal of Linguistics and English Teaching Studies International Journal of Research on English Teaching and Applied Linguistics New Language Dimensions KARIWARI SMART: Journal of Education Based on Local Wisdom Malaqbiq : Jurnal Pengabdian kepada Masyarakat.
Uswatunnisa
Sekolah Tinggi Agama Islam Negeri Majene
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Literal Reading in Academic English Texts among EFL Undergraduate Thesis Writers: A Mixed-Method Exploration Resyadi, Herman; Syam, Ferawaty; Uswatunnisa
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5849

Abstract

This research investigated how EFL undergraduate thesis writers engage in and perceive literal reading when working with academic English texts. An explanatory sequential mixed-method design was employed, involving questionnaire data from 38 undergraduate thesis writers and follow-up interviews with seven purposively selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined using thematic analysis. The findings indicate that students actively engage in literal reading strategies such as scanning, highlighting, and translation and report strong confidence in locating explicit information, identifying main ideas, and recognizing cohesive ties in academic texts. However, interview data revealed that their reading performance is frequently constrained by limited vocabulary and the structural complexity of academic texts, leading students to rely on compensatory rather than fluent reading practices. Overall, the findings suggest that literal reading remains a foundational yet insufficiently developed component of academic literacy among EFL undergraduate thesis writers. This research contributes to the literature by highlighting the gap between students’ perceived literal reading competence and the actual lexical and structural demands of academic English, underscoring the need for explicit instructional support in vocabulary development and literal reading strategies in higher education contexts.
Co-Authors Afredy Krismahuddin Ali H. Arby Syam Djalaluddin, Mawardi Fatah Syukur Fitria, Tira Nur Harclinda Herman Resyadi Khairunnisa Khairunnisa Marliana, Rina Mufti Hatur Rahmah Muhyiddin Muhyiddin Mukhlis Latif Mursyid, Andi Miftahul Maulidil Nihla Afdaliah Nuralima, Rizka Nurchalis, Nur Fadillah Nurhaspia Nurhaspia Nursia Petrus Jacob Pattiasina R, Rahmi Rabiatul Adawiah Rahmat Rahmat Reski Reski Rina Marliana Sariana Sidratul Muntaha Sitawati Sitawati Sunaryo Sunaryo Syam, Ferawaty Syamsinar Wahyuddin Zulhilmi Paidi