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All Journal International Journal of Evaluation and Research in Education (IJERE) Studies in English Language and Education
Sukserm, Patsawut
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Education Languange, Linguistic, Communication & Media

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Development of factors contributing to barriers to paragraph writing for EFL learners Sukserm, Patsawut; Masantiah, Chuthaphon; Tippayakulpairoj, Darunee
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.33835

Abstract

Paragraph writing is an important aspect in the performance of English as a foreign language (EFL) learner, but most of them face significant barriers that hinder their writing performance. Though the importance of this skill is beyond doubt, there is an inadequate understanding of the factors leading to such challenges. Therefore, this study aimed to explore the barriers to paragraph writing for EFL learners. The validated 27-item questionnaire was administered to 619 EFL Thai students. An exploratory factor analysis (EFA) approach was employed to identify latent factors contributing to the barriers to paragraph writing. The results showed six key barriers to paragraph writing, explaining 60.224% of the total variance: structure and clarity challenges (SAC), focus and organizational barriers (FOB), writing process issues (WPI), timing and assessment worries (TAW), logical ideas challenges (LIC), and motivation and expression difficulties (MED). The findings suggest that there is a need to for greater emphasis on the learning environment, through proper planning and appropriate development of writing skills, to address the issues. Such factors are crucial for the improvement and success of EFL learners’ expectations in writing, which can go a long way towards building their confidence in paragraph writing.
Exploring reading self-efficacy among EFL learners from different academic disciplines Sukserm, Patsawut
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.41863

Abstract

Reading self-efficacy plays a crucial role in the academic success of EFL learners, yet the extent to which it varies across academic disciplines remains underexplored. This study aims to (1) examine the level of reading self-efficacy among EFL learners from business, social sciences, and sciences; (2) investigate the relationship between different components of reading self-efficacy; and (3) compare self-efficacy levels across these academic disciplines. A total of 217 university-level EFL students in Thailand participated in the study. A 25-item reading self-efficacy questionnaire with strong reliability (Cronbachs alpha = 0.915) was employed. Data were analyzed using descriptive statistics, Pearson correlations, and ANOVA. The results reveal significant positive correlations between assessment of content (AOC) and summary of content (SOC) (r = 0.522, p 0.001), and between opinion on content (OOC) and SOC (r = 0.387, p 0.001). ANOVA results indicate significant differences in recognition of content elements (ROE) across disciplines, with business students scoring higher than science students (p = 0.015). Business students also demonstrated significantly higher self-efficacy in OOC compared to social science and science students (p = 0.001). These findings suggest that reading self-efficacy is influenced by students academic disciplines, supporting the view that self-efficacy is task-specific and context-dependent. Therefore, EFL instructors should implement tailored instructional approaches that address discipline-specific reading challenges to enhance students reading confidence and academic performance.
Co-Authors Masantiah, Chuthaphon Tippayakulpairoj, Darunee