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All Journal PIONIR: Jurnal Pendidikan Voices of English Language Education Society
Asep Hardiyanto
Universitas Muhammadiyah Kotabumi, Indonesia
Languange, Linguistic, Communication & Media Other

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ANALYSIS OF LEARNING DIFFICULTIES IN READING COMPREHENSION WITH NEUROLINGUISTIC APPROACH FOR STUDENTS WITH LEARNING DIFFICULTIES IN ELEMENTARY SCHOOL ANUBANWANGMAI SCHOOL THAILAND Nur Az Zahra; Asep Hardiyanto; Putri Mayang Rembulan; Caitlyn Ripazel Namora; Ampol Rasusoh
PIONIR: JURNAL PENDIDIKAN Vol. 14 No. 2 (2025): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/dnk33535

Abstract

This study investigates learning difficulties in reading comprehension among primary school students using a neurolinguistic approach. The neurolinguistic approach focuses on the relationship between brain processes and language skills, aiming to align teaching strategies with how the brain processes language. A descriptive qualitative method was employed, with data collection techniques including observation, interviews, and reading comprehension tests. The research subjects consisted of fourth and fifth grade students who faced barriers in reading comprehension. The results indicated that internal factors, such as attention disorders, limited vocabulary, and difficulties in mapping sentence structures, significantly affect reading comprehension. Additionally, external factors, including inadequate teaching methods and a lack of learning media, contribute to these difficulties. The study demonstrates that neurolinguistic strategies, such as visualization, repetition, and concept mapping, can improve students' comprehension by aligning teaching with cognitive processes. The findings suggest that neurolinguistic strategies may be effectively integrated into reading instruction to address comprehension challenges, offering a promising approach for enhancing reading skills in elementary education. Keywords: Learning difficulties, reading comprehension, neurolinguistic approach, primary school
Mapping a Decade of EFL Writing Instruction Research: A Bibliometric and Systematic Review of Pedagogical Trends, Challenges, and Emerging Directions Asep Hardiyanto; Sunyono; Hasan Hariri; Agus Suyatna
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.v10i1.33770

Abstract

Research on English as a Foreign Language (EFL) writing instruction has expanded substantially over the last decade, reflecting growing interest in pedagogical innovation, learner-centered instruction, feedback practices, and technology-mediated writing. However, the field remains fragmented, as existing studies often examine isolated instructional strategies, learner populations, or digital interventions without offering an integrated view of its intellectual structure and pedagogical development. This study maps and synthesizes Scopus-indexed research on EFL writing instruction published between 2015 and 2024 through an integrated bibliometric analysis and systematic literature review. A total of 1,030 journal articles were analyzed bibliometrically using Biblioshiny and VOSviewer to examine publication trends, influential authors, source journals, contributing countries, citation patterns, and keyword co-occurrence networks. Following PRISMA 2020 guidelines, 82 empirical studies were further selected for qualitative synthesis. The findings reveal a steady increase in EFL writing instruction research, with accelerated growth between 2021 and 2024. Genre-based, process-oriented, and strategy-based instruction emerged as dominant pedagogical approaches, while sociocultural, cognitive, sociocognitive, and self-regulated learning frameworks commonly informed the field. Persistent challenges include learners’ limited linguistic and rhetorical resources, writing anxiety, low confidence, instructional constraints, and feedback-related difficulties. At the same time, technology-enhanced and AI-assisted writing tools offer opportunities for feedback, collaboration, learner autonomy, and instructional innovation. This review contributes an integrated understanding of EFL writing instruction research by connecting bibliometric patterns with pedagogical and theoretical insights, while highlighting future directions for longitudinal, teacher-focused, contextually diverse, and ethically informed studies on digital and AI-supported writing pedagogy.
Co-Authors Agus Suyatna Ampol Rasusoh Caitlyn Ripazel Namora Hariri, Hasan Nur Az Zahra Putri Mayang Rembulan Sunyono