Appraisal-based literature review writing instruction for EFL undergraduate students

Intan Pradita; Adi Sutrisno; Tofan Dwi Hardjanto

doi:10.32332/joelt.v14i1.13176

Authors

Intan Pradita Linguistics, Faculty of Cultural Sciences, Universitas Gadjah Mada, Indonesia
Adi Sutrisno Linguistics, Faculty of Cultural Sciences, Universitas Gadjah Mada, Indonesia
Tofan Dwi Hardjanto Linguistics, Faculty of Cultural Sciences, Universitas Gadjah Mada, Indonesia

DOI:

https://doi.org/10.32332/joelt.v14i1.13176

Keywords:

Appraisal Theory, critical engagement, EFL academic writing, heteroglossic engagement, literature review writing

Abstract

Literature review writing is a complex academic task that requires EFL undergraduate students to move beyond descriptive summarization toward critical and evaluative engagement with scholarly sources. To address this challenge, this study investigates the use of Appraisal Theory, particularly heteroglossic and monoglossic engagement, as instructional scaffolding to support students’ critical thinking and source engagement in academic writing. Employing a qualitative case study design involving 10 EFL undergraduate students, the study was conducted over 11 weeks. Data were collected from students’ learning artifacts, pre- and post-tests, and semi-structured interviews, and analysed using thematic analysis supported by comparative analysis of students’ writing performance before and after the intervention. The findings indicate that, following the intervention, students who strategically employed heteroglossic and monoglossic engagement demonstrated greater critical engagement with scholarly sources, stronger evaluative positioning, and more rigorous discussion of research contributions in their literature reviews. The study suggests that appraisal-based instruction has the potential to enhance the development of critical academic writing in EFL contexts. Future research may examine the longitudinal impact of appraisal-focused pedagogy across different disciplinary and educational settings.

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