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Zarina Razlan

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Review Open access 2026

Writing Anxiety in Academic and Second-Language Contexts: A Systematic Literature Review of Sources, Factors, and Strategies for Reduction

Writing anxiety represents a significant affective challenge in academic and second-language writing, influencing learners’ confidence, engagement, self-regulation, and writing performance. This systematic literature review synthesizes current evidence on the sources, associated factors, and strategies for reducing wri...

Noor Hanim Rahmat, Zarina Razlan · 0 citations
Review Open access 2026

Academic Writing in Higher Education: A PRISMA-Guided Systematic Literature Review of Pedagogical Approaches, Challenges, Genre Practices, and Emerging Trends

Academic writing is a cornerstone of higher education, serving as a medium for knowledge construction, disciplinary communication, and scholarly dissemination. Despite extensive research, existing studies remain fragmented across pedagogical approaches, writing challenges, genre practices, and emerging technological de...

Noor Hanim Rahmat, Nur Zafirah Binti Zainol, Farhanah Syazwani Md Safian et al. · 0 citations
Review Open access 2026

Reframing AI-Supported Language Learning in Higher Education: A Systematic Literature Review of Learner, Teacher, and Institutional Roles

It is demonstrated that effective AI-supported language learning cannot be reduced to technology adoption; it requires coordinated learner agency, pedagogically informed teacher practices, and institutional readiness and governance.

Zarina Razlan, Noor Hanim Rahmat · 0 citations
Review Open access 2026

Mirroring Social Constructivism in Academic Writing

This study explores how social constructivism influences academic writing through scaffolding, peer comments, and peer evaluation. Grounded in Lev Vygotsky’s Social Constructivism Theory (1978), the study examines the relationship between scaffold, Zone of Proximal Development (ZPD), and More Knowledgeable Other (MKO)...

Zarina Razlan, Noor Hanim Rahmat, M. Karis · 0 citations
Review Open access 2026

A Study of ChatGPT and Writing Through the Lens of Social Cognitive Theory

The findings revealed that the students relied on metacognitive and cognitive writing strategies and reflected their high resilience and effort regulation despite showing a lower consistency in regular writing practice, which offers a foundation for more focused instructional interventions in higher education.

Nurul Syafieqah Jaafar, N. Rosly, Najwa Zulkifli et al. · 0 citations

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