Unpacking EFL Students' in Academic Writing from Paraphrasing to Research Concept Development

Nursyamsiah Nursyamsiah

Abstract


This study examines the multifaceted challenges faced by English Education students in academic writing, focusing on paraphrasing, outlining, analysing previous studies, identifying research gaps, and formulating thesis statements. Using a Focus Group Semi-Structured Qualitative Content Analysis (FSQCA) design, data were collected from nine fifth- and sixth-semester students at UIN Raden Intan Lampung who had completed Academic Writing and Research Methodology courses. Thematic analysis identified five interrelated difficulties: overreliance on direct quotations, lack of structured planning, limited analytical synthesis, confusion in identifying research gaps, and weak thesis formulation. FSQCA interpretation, guided by Fan and Wang’s (2024) configurational model, revealed that low self-regulated writing strategies combined with high perceived difficulty and writing anxiety significantly constrained students’ performance. The findings suggest that academic writing challenges extend beyond linguistic issues to cognitive, rhetorical, and metacognitive dimensions. Pedagogically, the study advocates integrated instruction linking paraphrasing, outlining, and thesis development with comprehension, planning, and analytical reasoning to strengthen EFL students’ self-regulated writing competence.


Keywords


academic writing, FSQCA, self-regulated wrting, paraphrasing, research gap, thesis statement, EFL students

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References


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DOI: https://doi.org/10.15548/rielt.v11i2.13572

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Ruang Jurnal Program Studi Tadris Bahasa Inggris
Fakultas Tarbiyah dan Keguruan
Universitas Islam Negeri Imam Bonjol Padang
email: [email protected]

 

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