Analyzing EFL students’ writing challenges and learning strategies in the digital era
Keywords:
EFL Writing Challenges, Academic Writing, Digital Learning Environment, Writing Strategies, Technology Assisted WritingAbstract
Academic writing is one of the most challenging skills for English as a Foreign Language (EFL) students, particularly in higher education where linguistic accuracy, organization, and critical thinking are required. This study aims to analyze the writing challenges faced by English Education students at Universitas Muhammadiyah Semarang (UNIMUS) and identify the strategies they use in a digital learning environment. A descriptive quantitative method was employed, using a closed-ended questionnaire distributed to 25 undergraduate students. The findings indicate that students experience difficulties in three main areas: linguistic (grammar and vocabulary), cognitive (idea organization and revision), and affective (anxiety and lack of confidence). Among these, affective challenges, particularly writing anxiety, emerged as the most significant. The results also reveal that students often face cognitive overload when managing multiple aspects of writing simultaneously. To address these challenges, students increasingly utilize digital tools such as ChatGPT and Grammarly for idea generation and language support. However, these tools present both benefits and risks, as overreliance may hinder independent writing development. This study highlights the need for a holistic instructional approach that integrates strategy training, affective support, and responsible use of technology to enhance students’ academic writing skills.
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