The emotional landscape of academic writing: How self-efficacy, anxiety, and enjoyment influence EFL students' performance and their writer identity construction Kurniasih, Eko Suhartoyo, Gita Mutiara Hati, Esti Junining, M. Faruq Ubaidillah Multidisciplinary Science Journal, 2026 Writing an English composition is influenced not only by cognitive skills but also by students’ affective factors, particularly self-efficacy, anxiety, and enjoyment, which play a pivotal role in shaping their writer identity and emotional landscape of writing. Although the role of emotion in language acquisition has been widely studied, there is still limited research that contrasts positive and negative emotions in relation to EFL writing performance and how these emotions relate to students’ emerging writer identities. This study is particularly relevant given that writing is a central component of academic success at various educational levels, especially in higher education, where students are expected to complete complex written projects such as theses or research papers. This study addresses three research questions: (1) What is the profile of students’ writing self-efficacy, anxiety, enjoyment, and writing performance? (2) Do writing self-efficacy, anxiety, and enjoyment contribute to EFL students’ writing performance? (3) What factors shape students’ self-efficacy, anxiety, and enjoyment in writing classes, as reflected in their personal experiences and writer identity construction? Employing a mixed-methods design, the study collected quantitative data through questionnaires, which also included open-ended items for qualitative insights. ANOVA and regression analyses were used to assess the predictive effects of the affective variables on writing performance. Meanwhile, content analysis of qualitative responses uncovered themes related to emotional experience and identity negotiation. The findings revealed that while writing self-efficacy, anxiety, and enjoyment were weak predictors of writing performance, students' narratives highlighted the central role of these emotional factors and writer identity construction in how they perceived themselves as writers. These results suggest that affective experiences, though not strongly correlated with immediate performance outcomes, are crucial in the formation and development of writer identity among EFL learners.
Portraying Gaps and Trends in Critical Thinking Tendencies in Academic Writings for Future Research Directions: A Bibliometric Study from 1989 to 2021 Eko Suhartoyo, Rida Afrilyasanti, Abdul Syahid, Yazid Basthomi, Nur Mukminatien Journal of Scientometric Research, 2025 In response to the growing importance of critical thinking, particularly in academic writing instruction, this study aims to thoroughly investigate a specific writing genre within the broader literature on critical thinking. Additionally, it seeks to identify research opportunities and validate scientific inquiry. Our research provides a comprehensive examination of critical thinking tendencies in academic writings spanning from 1989 to 2021, utilizing data sourced from Bibliometrix, a comprehensive bibliometric analysis tool. We assess bibliometric indicators by applying VOSviewer and Biblioshiny software to shed light on trends and patterns in critical thinking research. Our findings show a significant growth in research interest focused on critical thinking within academic literature over the past three decades, particularly in contentious issues. Moreover, analysis of keyword correlations, geographical distributions, and institutional affiliations suggests that Asian countries are at the forefront of critical thinking and argumentative writing research, with prominent affiliations dispersed throughout the region. By uncovering critical, cutting-edge research themes, this study equips future scholars and practitioners with valuable insights into the evolution of critical thinking inquiries, especially within academic writing contexts. Moreover, it paves the way for developing empirical projects and highlights potential practical implications for advancing critical thinking education in academic settings. This research contributes to a deeper understanding of the dynamics of critical thinking in academic discourse and underscores the need for continued scholarly attention to this crucial aspect of education.
Researching the use of e-portfolios to promote students thinking in digital age: a qualitative action study Rida Afrilyasanti, Eko Suhartoyo, Utami Widiati Interactive Technology and Smart Education, 2025 Purpose Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts. Design/methodology/approach This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data. Findings By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically. Research limitations/implications HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings. Practical implications The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom. Social implications The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio. Originality/value Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.
Involving students as collaborators in developing learning materials through action research Rida Afrilyasanti, Yazid Basthomi, Eko Suhartoyo Educational Action Research, 2025 This study focuses on English as a foreign language (EFL) students’ involvement in a school’s action research (AR) project. The study aims to demonstrate how students develop their communication, interaction, and collaboration while joining AR projects in developing classroom-based materials. The ideas of critical participatory AR, material development theory, learning theory, and practices were used to construct the study. Differentiated instruction principles were also applied to create learning activities and tasks. A secondary school-level classroom-based initiative in Indonesia has been reported to show how AR can effectively aid in designing classroom-based materials. Through active engagement in the AR project, students develop their ability as co-researchers, co-creators, co-inquirers, and evaluators throughout every project stage. AR also allows instructors to study their students’ responses to new materials and interact with them to generate compelling context-specific content. The study also discusses the implications of having AR for developing more authentic classroom-based materials, challenging the prevailing established order, managing their collaborative roles while using their insights productively, and fully interacting with their peers.
ONLINE CLASSROOM-BASED READING ASSESSMENT: COMPREHENSION AND PRACTICE DEVELOPMENT Eko Suhartoyo, Rida Afrilyasanti, Nur Mukminatien Turkish Online Journal of Distance Education, 2025 In this paper, we investigated the impact of an online classroom-based reading assessment on implementing practices in reading instruction among 30 EFL learners in an intermediate reading course at a public university in East Java, Indonesia. Our study aimed to develop an online classroom-based reading assessment and evaluate its efficacy in measuring students’ reading skills. The online classroom-based assessment, characterized as systematic, comprehensive, instructional, diagnostic, and adaptive, yielded positive outcomes, as evidenced by specific trends in the qualitative analysis. While limitations were considered, the study’s findings showcase the practical implications of incorporating online classroom-based assessment in monitoring student performance and evaluating teaching quality. The results emphasize the importance of online classroom-based reading assessment as a robust evaluation tool for aligning learning goals and needs. Overall, our study contributes valuable insights into the benefits of online classroom-based reading assessments and their potential to enhance traditional assessment methods in English as a Foreign Language (EFL) settings in this technologically advanced era.
Exploring the Dynamic Interplay of Personality, Language Learning Strategies, and Environment in Indonesian EFL Learners' Success Afif Ikhwanul Muslimin, Eko Suhartoyo International Journal of Arabic English Studies, 2024 Indonesian EFL learners are diverse in personalities, choices of language learning strategies (LLSs), learning environments, and many others, which may influence their success in EFL learning and performance. Considering the diversities, two elementary school students (ESSs) studying at a private Islamic elementary school (PIES) surpassed other participants from many schools in some English Olympiads around East Java, Indonesia. Hence, the present study was aimed at delving into the stories of two successful EFL learners in an Islamic elementary school in Bojonegoro, East Java, Indonesia. To gather the data, documentation on the participants' achievements artifacts (i.e., certificates, trophies, and medals) and semi-structured interviews to dig deeper into their EFL learning strategies to achieve success were conducted. The participants were requested to read the article draft to validate the data. Prior to the data gathering, both participants signed a letter of consent. The results revealed that each possessed distinct personalities that influenced their choices of EFL LLSs. These LLSs were boosted by the family and learning environment motifs, which further brought them to participate in and win the English Olympiads. Henceforth, it urges surroundings to aid ESSs in understanding their personalities, accommodates their LLSs, and provides a motivating environment.
Pre-service EFL teachers’ identity construction in relation to digital gamification: A social theory of learning perspective Fitriatul Masitoh, Bambang Yudi Cahyono, Nunung Suryati, Eko Suhartoyo Jalt Call Journal, 2023 Nowadays, digital technology is a vital aspect of teaching. Therefore, it is essential for pre-service teachers of English as a foreign language (EFL) to develop an identity that fits the current needs. In response to this demand, this study aims to explore pre-service EFL teachers’ identities in relation to digital technology, more particularly gamification. This study employs Wenger's social theory of learning especially the Engagement, Imagination, and Alignment modes of belonging. This study involved four pre-service EFL teachers from two different contexts in Indonesia. Data on participants' involvement in digital gamification were collected from the written history records of the participants and semi-structured interviews. Data which were collected during seven-week period of the participants’ teaching practice were analyzed to grasp how digital gamification influenced the development of their identities as pre-service EFL teachers. The findings indicate that the participants encountered identity struggles in using digital gamification to negotiate their identities when teaching practice in placement schools. Likewise, they claim to have developed a number of identities such as contemporary, tech-savvy, innovative, and up-to-date pre-service EFL teachers. The results of this study assert that initial teacher education would benefit from focusing on the identities of pre-service EFL teachers. This implies that pre-service EFL teachers need to continually maintain their ever-changing digital identities and that schools need to provide pre-service EFL teachers with additional technological resources.
Exploring illocutionary acts employed by autistic children: The case of Indonesian children Luluk Sri Agus Prasetyoningsih, Eko Suhartoyo, M. Faruq Ubaidillah Xlinguae, 2020 This study documented illocutionary acts employed by Indonesian children who had autism spectrum disorder (ASD). Twelve children were recruited using a convenience sampling technique. The data were gathered through in-depth observation and clinical intervention settings. These data were then analyzed qualitatively. The findings of this study portrayed that the participants employed three illocutionary acts in their communication. They employed directive (D), expressive (E), assertive, and speech acts (A) or DEA. Interestingly, the participants did not produce commissive and declarative utterances. Instead, they used declaration (D), interrogative (I), and imperative (I) speech acts. Based on the findings, it can be asserted that in terms of communication skills, the participants generally deployed simple directive, assertive, and expressive (DEA) speech acts with a direct literal speech act strategy. This study also suggested that in language learning and clinical intervention, teachers or therapists should consider the individual condition and understand the autistic children’s illocutionary speech acts.
RECENT SCHOLAR PUBLICATIONS
EFL Students’ Self-regulated Writing on Teacher’s Feedback: A Social Cognitive Theory Perspective MB Anugrah, E Suhartoyo, H Rahmawati Jurnal Penelitian, Pendidikan, dan Pembelajaran 21 (7) , 2026 2026
HOW ACADEMIC STRESS INFLUENCES ENGLISH LEARNING MOTIVATION: A STUDY AMONG UNIVERSITY STUDENT A Ahmad, K Kurniasih, E Suhartoyo Jurnal Penelitian, Pendidikan, dan Pembelajaran 21 (7) , 2026 2026
TEACHER’S AND STUDENTS’PERSPECTIVES ON USING CHATGPT AS A TOOL FOR ENHANCING ENGLISH WRITING STRATEGIES: AN EXPLORATORY STUDY Z Baihaqi, S Elfiyanto, E Suhartoyo Jurnal Penelitian, Pendidikan, dan Pembelajaran 20 (24) , 2026 2026
The emotional landscape of academic writing: How self-efficacy, anxiety, and enjoyment influence EFL students' performance and their writer identity construction E Suhartoyo, GM Hati, E Junining, MF Ubaidillah Multidisciplinary Science Journal 8 (10), e2026591 , 2026 2026
Peningkatan Kemampuan Bahasa Inggris bagi Masyarakat Nelayan di Donggang, Taiwan E Suhartoyo, FD Navisa, S Muslimah, FA Nugraha Jurnal Surya Masyarakat 8 (1), 190-204 , 2025 2025
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Portraying Gaps and Trends in Critical Thinking Tendencies in Academic Writings for Future Research Directions: A Bibliometric Study from 1989 to 2021 E Suhartoyo, R Afrilyasanti, A Syahid, Y Basthomi, N Mukminatien Journal of Scientometric Research 14 (2), 645-661 , 2025 2025 Citations: 1
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An In-Depth Analysis of EFL Students' Motivation in Writing an Undergraduate Thesis: A Self-Determination Theory FAV Oktavia, S Elfiyanto, E Suhartoyo Jurnal Penelitian, Pendidikan, dan Pembelajaran 20 (17) , 2025 2025
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The Difference in Speaking Performance between Introvert and Extrovert Personality: The Case of Indonesian EFL Students M Mirnawati, M Husna, IA Manshur, EN Fajaria, SD Herfina, K Kurniasih, ... 5th International Conference on English Language Teaching (ICON-ELT 2024 … , 2024 2024 Citations: 1
The Difference in Speaking Performance between Introvert and Extrovert Personality: The Case of SDH Fajaria, K Kurniasih, E Suhartoyo Proceedings of the 5th International Conference on English Language Teaching … , 2024 2024
Adapting to Different Commitments: The Self-Regulated Learning Strategies of Working vs Non-Working Students D Rahmadani, A Umamah, E Suhartoyo Jurnal Penelitian, Pendidikan, dan Pembelajaran 19 (14) , 2024 2024
Utilizing Mobile Augmented Reality Application For Vocabulary Acquisition in English Language Learning P Hussanee, E Suhartoyo, MI Azami Universitas Islam Malang , 2024 2024
Examining the Effectiveness of Teaching Strategies for Alleviating EFL Students’ Writing Anxiety: A Mixed-Method Study E Suhartoyo, F Fransiskus JEELS (Journal of English Education and Linguistics Studies) 11 (1), 1-21 , 2024 2024 Citations: 1
A decade of Indonesian EFL students FR Aimah, E Suhartoyo Journal on English as a Foreign Language 14 (1), 48-72 , 2024 2024 Citations: 3
MOST CITED SCHOLAR PUBLICATIONS
Pembelajaran kontekstual dalam mewujudkan merdeka belajar E Suhartoyo, SA Wailissa, S Jalarwati, S Samsia, S Wati, N Qomariah, ... Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) 1 (3), 161-164 , 2020 2020 Citations: 216
Pre-service EFL teachers' identity construction in relation to digital gamification: A social theory of learning perspective. F Masitoh, BY Cahyono, N Suryati, E Suhartoyo Japan Association for Language Teaching Computer Assisted Language Learning … , 2023 2023 Citations: 47
The importance of critical thinking competence: An investigation of students’ writing experiences E Suhartoyo Proceedings at International Seminar on Language, Education, and Culture … , 2017 2017 Citations: 36
The effect of Toulmin’s model of argumentation within TWPS strategy on students’ critical thinking on argumentative essay E Suhartoyo, N Mukminatien, ED Laksmi Jurnal Pendidikan Humaniora 3 (2), 143-153 , 2015 2015 Citations: 30
An investigation on the use of social strategies in online EFL learning F Ismiatun, E Suhartoyo Education and Human Development Journal 7 (01), 97-106 , 2022 2022 Citations: 24
The study of learning strategies used by Indonesian EFL learners in learning English grammar A Zuhairi, E Suhartoyo Jurnal Penelitian, Pendidikan, dan Pembelajaran 15 (28) , 2020 2020 Citations: 20
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The common mistakes of undergraduate EFL students in writing argumentative essays E Suhartoyo, D Ni’mah, F Ismiatun Proceedings of English Linguistics and Literature 2, 37-46 , 2020 2020 Citations: 18
The effectiveness of uploaded-recorded video on instagram at second graders’ SMAI Al-Maarif Singosari for speaking skill on hortatory exposition A Himmah, E Suhartoyo, F Ismiatun Jurnal Penelitian, Pendidikan, Dan Pembelajaran 15 (28) , 2020 2020 Citations: 12
Exploring illocutionary acts employed by autistic children: the case of Indonesian children LSA Prasetyoningsih, E Suhartoyo, MF Ubaidillah XLINGUAE(Eurropean Scientific Language Journal). Language and Linguistiqs 13 … , 2020 2020 Citations: 11
Exploring the dynamic interplay of personality, language learning strategies, and environment in indonesian EFL learners' success AI Muslimin, E Suhartoyo International Journal of Arabic-English Studies, 119-134 , 2024 2024 Citations: 10
Unveiling students’ writing argumentative essays barriers in online learning E Suhartoyo, DF Heriyawati, F Ismiatun EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of … , 2021 2021 Citations: 10
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Linking EFL Students' Writing Anxiety to Writing Performance E Suhartoyo, GS Widodo 4th International Conference on English Language Teaching (ICON-ELT 2023), 16-22 , 2023 2023 Citations: 4
Metacognitive writing strategies for vocational high school students I Masyithoh, E Suhartoyo Journal of Research on English and Language Learning (J-REaLL) 2 (2), 140-144 , 2021 2021 Citations: 4
A decade of Indonesian EFL students FR Aimah, E Suhartoyo Journal on English as a Foreign Language 14 (1), 48-72 , 2024 2024 Citations: 3
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