Aug 2026· Borneo Educational Journal (Borju)· Vol 8, pp. 389-412· 0 citations· 35 references
Abstract
Academic and professional writing remains a significant challenge for English Language Teaching (ELT) students, particularly in managing grammatical accuracy and organizing ideas effectively. Recent discussions in language education emphasize the importance of deeper learning approaches that support students’ cognitive and emotional engagement during writing tasks. This study draws on the framework of deep learning, particularly the concepts of meaningful learning, mindful learning, and joyful learning, to examine ELT students’ writing experiences in academic and professional contexts. Using a qualitative case study design, the research involved five ELT students who had experience completing academic writing assignments. Data were collected through semi-structured interviews and analyzed using the qualitative analysis framework proposed by Miles and Huberman. The findings revealed that students employed several writing strategies, including planning, revising drafts, and using external resources to address grammar-related challenges. These strategies were closely connected to meaningful learning through task relevance, mindful learning through awareness of writing processes, and joyful learning through positive engagement during writing activities. The study suggests that integrating meaningful, mindful, and joyful learning into writing instruction can enhance students’ engagement, self-regulation, and writing development in ELT contexts
English writing is considered one of the most difficult skills for English as a Foreign Language (EFL) learners, although some students achieve excellent writing proficiency despite learning in a non-English-speaking environment. This study explored how successful senior high school students developed their English writing skills. Using a qualitative case study design, the research was conducted at SMA Katolik Santo Petrus Kanisius Palangka Raya, Indonesia. The participants consisted of ten purposively selected Grade XI students with strong writing performance and one English teacher as a supporting informant. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using Braun and Clarke’s thematic analysis. The findings revealed four key practices that supported writing development: planning through brainstorming and outlining, applying multiple learning strategies such as reading, digital resources, and vocabulary building, engaging in regular writing practice with persistence and positive attitudes, and improving writing through self-editing and teacher feedback. These interconnected practices enhanced students’ organization, language accuracy, vocabulary, and overall writing quality. The study highlights that successful writing development results from the integration of cognitive, behavioral, and reflective processes, emphasizing the importance of process-oriented writing instruction in EFL classrooms.
Tri Aprilia Suciati, M. Luardini, N. Asi· Esteem Journal of English Ed...· 0 citations
It is concluded that gamified MALL fosters meaningful cognitive engagement when supported by teacher scaffolding and peer interaction, and English teachers should integrate gamified mobile learning with reflective and collaborative instructional practices to promote deeper grammar learning and higher-order thinking.
Effective communication and academic literacy are essential competencies for Senior High School learners preparing for higher education, employment, and participation in increasingly communication-intensive professional environments. This qualitative phenomenological study explored the experiences of Senior High School students at Bangbang National High School in learning Effective Communication and English for Academic and Professional Purposes (EAPP). Specifically, it examined how learners experienced classroom communication activities, academic reading and writing tasks, oral presentations, feedback, and the application of communication competencies to academic and anticipated professional contexts. Purposive sampling was proposed to select Senior High School learners who had meaningful exposure to the two learning areas. Data were gathered through semi-structured individual interviews and analyzed using thematic analysis. The analysis generated five interrelated themes: finding a voice through communication, navigating the demands of academic language, learning through authentic communication tasks, growing through feedback and collaborative engagement, and carrying communication competencies beyond the classroom. The findings suggest that students perceive communication learning not simply as mastery of grammatical conventions but as a developmental process involving confidence, critical thinking, audience awareness, academic literacy, and professional preparedness. Challenges related to vocabulary, organization of ideas, fear of making mistakes, and adherence to academic conventions were simultaneously experienced as opportunities for growth. The study highlights the importance of contextualized, authentic, supportive, and learner-centered communication instruction. It recommends strengthening task-based communication activities, formative feedback, collaborative learning, and real-world academic and professional communication experiences in Senior High School English instruction.
Margie Hilyawan· International Journal of Edu...· 0 citations
Critical thinking is increasingly regarded as an essential outcome of College English education because students must learn to interpret competing claims, evaluate evidence, identify assumptions, and construct defensible arguments in a foreign language. Nevertheless, the presence of critical-reading tasks, group discussions, or argumentative assignments does not necessarily ensure that students engage in the cognitive processing required for critical thinking. This study proposes a structural model explaining how teacher support and collaborative learning contribute to critical thinking through students’ deep learning strategies. Drawing on Biggs’ 3P Model of Learning, the Student Approaches to Learning tradition, the ICAP Framework, and research on learning strategies, teacher support is conceptualised as an environmental condition that communicates expectations for understanding, provides cognitive scaffolding, and helps students regulate complex learning tasks. Collaborative learning is conceptualised as a structured opportunity for explanation, comparison, knowledge construction, and interactive reasoning. Deep learning strategies refer to meaning-oriented processes involving elaboration, organisation, source integration, reflective monitoring, evidence evaluation, and transfer. Critical thinking is treated as a higher-order learning outcome involving interpretation, analysis, evaluation, inference, and reasoned judgement. A quantitative cross-sectional survey and Partial Least Squares Structural Equation Modeling are proposed to test five direct relationships and two indirect relationships. The study contributes to College English research by specifying deep learning strategies as the cognitive mechanism through which classroom support and collaborative activity may generate critical-thinking outcomes
Jing Yang, S. Narasuman· The Journal of Interactive S...· 0 citations
The growing use of artificial intelligence in language learning has encouraged the development of digital tools that support academic writing, and Grammarly is one of the most widely used applications. This study explored EFL students’ perceptions of Grammarly as an AI-assisted writing tool in academic writing. A qualitative case study was conducted with seventeen fourth-semester students from the English Language Education Study Program at Universitas PGRI Ronggolawe Tuban during the 2025/2026 academic year. Data were collected through classroom observation, questionnaires, and semi-structured interviews, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that students generally perceived Grammarly positively because it helped them identify grammatical errors, improve sentence structure, and revise writing more efficiently. Grammarly also increased students’ confidence and supported more independent learning through immediate feedback. However, participants also reported several challenges, including inaccurate suggestions, dependence on internet connectivity, and the need to evaluate AI-generated feedback critically. The study concludes that Grammarly is a useful complementary tool that should support, not replace, instructors’ guidance. Integrating Grammarly into EFL writing instruction with appropriate pedagogical support may help improve students’ academic writing skills and promote learner autonomy.
The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
Asrul Asrul, Abdulhalim Daud, Awaludin Rizal et al.· GLENS: Global English Insigh...· 0 citations
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