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All Journal Voices of English Language Education Society Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Sinarman Jaya
Universitas Muhammadiyah Bengkulu, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Integrating Motivation, Time Management, and Metacognitive Strategies to Enhance EFL Academic Writing in Indonesian Higher Education Sinarman Jaya
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.16947

Abstract

Many EFL students in Indonesia struggle to organize ideas, build coherent arguments, and follow academic conventions, highlighting the need for strong self-regulated learning skills in motivation, time management, and metacognitive awareness. This study examined how these three factors interact to enhance students’ writing performance in Indonesian universities. Using a mixed-methods approach, data were collected from 110 students across three universities through questionnaires and semi-structured interviews. Quantitative results revealed significant positive relationships among motivation, time management, and metacognitive strategies, indicating that these components support each other in developing writing competence. The qualitative findings further explained this connection, showing that students were motivated but often influenced by grades and deadlines. They managed their time by dividing writing tasks into smaller steps and used metacognitive strategies such as planning, monitoring, and revising with teacher feedback. These findings emphasize the value of integrating motivation, time management, and metacognitive strategies in writing instruction to strengthen self-regulated learning and academic writing performance. The study provides useful implications for lecturers, curriculum designers, and higher education policymakers.
Sustaining the Reading Current: Cognitive, Behavioral, and Emotional Engagement among Indonesian EFL University Students Sinarman Jaya; Leffi Noviyenty
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.34005

Abstract

Reading engagement remains a critical concern in Indonesian EFL higher education, where students are required to engage with dense academic texts despite limited sustained reading practices. Although previous studies have examined reading motivation and strategies, less attention has been given to how cognitive, behavioral, and emotional engagement interact to sustain academic reading. This study investigated multidimensional reading engagement among Indonesian EFL university students through the lens of Directed Motivational Currents. A convergent mixed-methods design was employed, involving 110 third-semester students from four universities in Bengkulu, Indonesia, of whom 20 participated in semi-structured interviews. Quantitative data were analyzed using descriptive and correlational statistics, while qualitative data were examined through thematic analysis and integrated through triangulation. The findings revealed a high level of overall reading engagement, with emotional engagement emerging slightly higher than cognitive and behavioral engagement. Perceived progress in comprehension, alignment with future academic and professional goals, emotional satisfaction, and structured reading practices were identified as key factors supporting sustained engagement. Interview data further showed that students maintained engagement by segmenting complex texts, setting reading routines, monitoring comprehension, and connecting reading tasks to future-oriented goals. These findings suggest that EFL academic reading engagement is not driven by obligation alone but by the dynamic interaction of emotional reinforcement, goal-directed motivation, and strategic regulation. Pedagogically, EFL instructors should design reading activities that include explicit strategy training, manageable text segmentation, progress-based feedback, and goal-oriented scaffolding to sustain students’ engagement with academic texts.
Using AI Tools in Thesis Writing: Perspectives from EFL Students and Lecturers Sinarman Jaya; Melati; Norkhairi Ahmad
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.104

Abstract

Digital writing tools have become increasingly common in academic settings, yet their impact on the thesis writing process, especially in English as a Foreign Language (EFL), remains underexplored. This study examined the use of digital writing tools in thesis writing from the perspectives of EFL students and lecturers at four universities in Bengkulu, Indonesia. A mixed-methods approach was used, combining quantitative data from surveys with qualitative insights from semi-structured interviews. The instruments, which included a student survey and a lecturer interview protocol, were validated through expert review and pilot testing before being administered. The survey involved 200 undergraduate students. Additionally, 20 students and 8 lecturers participated in interviews. Data were analyzed using descriptive statistics to quantify student perceptions and experiences, while thematic analysis was applied to the qualitative interview data to identify key themes. The findings revealed that students found AI writing tools useful across various stages of the thesis writing process, particularly for idea generation and language refinement. However, concerns arose regarding overdependence, ethical issues, and insufficient institutional support. Lecturers acknowledged the benefits and challenges AI tools present to academic integrity and writing development. This study offered a more comprehensive understanding of how digital tools influenced academic writing in EFL contexts. It highlighted the need for clear institutional policies and pedagogical strategies to guide their use. Future research could examine the long-term impacts and cross-contextual applications of AI writing tools in the academic setting.
Co-Authors Leffi Noviyenty Melati Norkhairi Ahmad