<![CDATA[This study examines the cognitive and emotional responses of six eleventh-grade EFL students at an Indonesian vocational high school following a descriptive writing task. Adopting a qualitative case study approach, data were gathered through semi-structured interviews and analyzed using the framework proposed by Miles, Huberman, and Saldaña. The findings highlight several challenges faced by students, including difficulties with vocabulary, sentence structure, and organizing ideas effectively. These challenges were compounded by emotional responses such as pressure, frustration, self-awareness, motivation, and pride. Vocabulary limitations were identified as the most significant barrier to clear expression. Despite these challenges, students demonstrated increased motivation and reflective thinking, recognizing the need for improvement in their writing skills. The study emphasizes the value of incorporating pedagogical strategies that address both linguistic development and emotional support, offering valuable insights for enhancing EFL writing instruction. Keywords: descriptive text, EFL writing, metacognition, student experience, vocabulary challenges]]>
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