<![CDATA[Extensive Reading (ER) has been widely recognized as an effective approach for improving English as Foreign Language (EFL) students’ writing skills. However, variations in ER implementation and contextual factors have produced differing findings, particularly in Indonesian EFL settings. This study aims to examine contemporary Indonesian research on the use of ER in enhancing students’ writing skills and to identify the outcomes, differences, and challenges across studies. The study employed a Secondary Data Analysis design using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework to collect and analyze relevant studies. Five experimental studies conducted in Indonesian contexts were selected and compared based on ER implementation, writing assessment subscales, descriptive statistics, and effect sizes. The findings showed that ER generally contributed positively to students’ writing performance, with treatment groups outperforming control groups in most studies. The greatest improvements were found in content and language use, indicating that ER supports idea development and grammatical competence through continuous exposure to meaningful reading materials. Effect size analysis also revealed medium to large impacts in several studies, confirming the pedagogical effectiveness of ER in Indonesian EFL classrooms. Nevertheless, one study reported non-significant results due to limited reading resources, low reading engagement, and insufficient literacy environments. Overall, ER is a promising approach for improving writing proficiency among Indonesian EFL students, although successful implementation requires adequate resources, sustained reading habits, and supportive instructional practices.]]>
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