Enhancing undergraduate EFL students’ research-related writing skills through a mini e-book chapter project
DOI:
https://doi.org/10.33474/j-reall.v7i1.24229Keywords:
academic writing, ELT research, mini e-book project, project-based learning, 21st-century skillsAbstract
It is important for the university students to develop research-related academic writing skills as they need to prepare themselves to write a thesis proposal and other forms of academic writing communication. However, many still struggle to show comprehension and express basic research elements in writing, even after completing academic writing courses. Even though previous studies have shown Project-Based Learning (PjBL)’s effectiveness to enhance general writing performance and 21st-century skills, not much research in ELT higher education has focused on the use of PjBL for research-related writing in content courses. This gap suggests that students may not yet receive sufficient opportunities to practice research-related writing in meaningful and contextualized ways. To address this issue, the present study examined the effectiveness of a PjBL mini e-book chapter project in enhancing undergraduate EFL students’ research-related academic writing skills in a Designing Research in ELT course. A mixed-methods explanatory sequential design was employed involving 24 fourth-semester English education students at a public university in Malang. In addition to students’ reflections and interview responses, their learning gains were measured through pre- and post-tests. The findings suggest that the project had a meaningful impact on their writing performance. The mean scores increased from 69.69 to 79.74, and the paired-sample t-test indicates a significant improvement (p < .001) and has a large effect size (Cohen’s d = 1.02). Qualitative findings further confirmed improvements in research literacy, motivation, and 4Cs. These results highlight the potential of PjBL as an instructional innovation for strengthening research-related academic writing skills in similar EFL contexts.
References
Ahmed, M A. (2022). Business English instruction: Empowering learners with the 4Cs of the 21st century. Frontiers in Education, 7, 1-15, https://doi.org/10.3389/feduc.2022.998987
Alfonso, G. S. (2025). Challenges in writing a research paper: Study of undergraduate students’ experiences. International Journal of Environmental Sciences, 11(13s), 1737–1743.
Arochman, T., Margana, M., Ashadi, A., Achmad, S., Nugrahaeni, D. A., & Baihaqi, I. (2024). The effect of project-based learning on English writing skill for EFL learners. Journal of Pedagogical Research, 8(2), 310-324. https://doi.org/10.33902/JPR.202423961
Asrul, N., Rajagukguk, S. F., Sitepu, V. O., Siregar, P.M., and Novri, A. (2021). The effect of project-based learning on students’ achievement in writing narrative text. Journal of English Language and Education, 6 (2), 103-109.
Bell, S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, 83 (2), 39-43. https://doi.org/10.1080/00098650903505415
Cahyaningrum, T, & Widyantoro, A. (2020) Effect of project-based learning and problem-based learning on the students’ writing achievement. LingTera. 7 (1), 72-8.
Cahyono, B. Y., Irawati, R., Amalia, S. N., & Hidayat, L. E. (2024). Project-based learning in EFL educational settings: A meta-analysis study in EFL/ESL writing. Journal of Writing Research, 16(1), 105-127. https://doi.org/10.17239/jowr-2024.16.01.04
Churiyah, M., Septiana, A., Soetjipto, B. E., & Basuki, A. (2023). Wekiddo as m-learning to improve critical thinking ability and student achievement. In F. A. Putra, R. Rahmiati, & S. I. Rahayu (Eds.), Proceedings of the Ninth Padang International Conference on Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA 2022) (pp. 209–223). Atlantis Press. https://doi.org/10.2991/978-94-6463-158-6_19
Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research, 10(1), 97–130. https://doi.org/10.18421/ijqr10.01-05
Creswell, J. W. (2012). Educational research: Planning, conducting, evaluating, quantitative and qualitative research (Fourth Edition). Pearson Education Inc.
Esfandiari, R., Meihami, H., & Jahani, F. (2022). Exploring Iranian postgraduate EFL students’ academic writing experiences and expectations: A dynamic narrative approach. TESL-EJ, 25(4), 1–24. https://tesl-ej.org/pdf/ej100a4.pdf
Fatmawati, A. (2024). Project-based learning practices in the teaching of academic writing in an Indonesian higher education context (Doctoral dissertation, Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia Repository. https://repository.upi.edu/127952
Firda, S., & Sunarti, T. (2022). The learning implementation of project based learning (PjBL) to analyze students’ 4C skills ability. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA. 10(3), 567-576. https://doi.org/10.33394/j-ps.v10i3.5380
Ghufron, M. A. (2015). Enhancing students academic writing skill by using research paper writing instructional materials. Lensa, 5 (2), 67-75.
Giawa, I. (2022). The Effect of project based learning and problem based learning in writing narrative text. International Journal of Educational Research Excellence (IJERE), 1(1), 34–38. https://doi.org/10.55299/ijere.v1i1.92
Graham, S., & Harris, K. R. (2019). Evidence-based practices in writing. In S. Graham, C. A. MacArthur, & M. Hebert (Eds.), Best practices in writing instruction (3rd ed., pp. 3-31). The Guilford Press.
Guo, P., Saab, N., Post, L.S., & Admiraal, W.F. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Hartley, J. (2008). Academic Writing and Publishing. Routledge.
Harvey, G. (2009). Elements of the academic essay. Harvard College Writing Program. https://writingproject.fas.harvard.edu/files/hwp/files/hwp_brief_guides_elements.pdf
Harun, Y. 2006. Project Based Learning Handbook: Educating the Millennial Learner. Educational Technology Division-Ministry of Education.
Hartwell, L., & Aull, L. (2024). Navigating innovation and equity in writing assessment. Assessing Writing, 63, Article 100802. https://doi.org/10.1016/j.asw.2024.100802
Himawan, R., Suyata, P., & Kusmiatun, A. (2024). Developing project-based learning-based ebook "critical and creative reading" to improve students’ critical thinking skills. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran, Dan Pembelajaran, 10(1), 392–404. https://doi.org/10.33394/jk.v10i1.10316
Imaniar, F., Lestari, L. A. and Munir, A. (2018). The teaching and learning of academic writing involving critical thinking in higher education. Journal of English Language and Literature, 10(1), 975–981. https://doi.org/10.17722/jell.v10i1.382
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981).
Testing ESL Composition: A Practical Approach. Newbury House.
Karyawati, A., & Ashadi, A. (2018). Innovation in the classroom: Engaging English as a foreign learning students using project-based learning. LingTera, 5(1), 61–67. https://doi.org/10.21831/lt.v5i1.17067
Khalaf, M. A., & Alshammari, A. (2023). Effects of project-based learning on postgraduate students' research proposal writing skills. European Journal of Educational Research, 12(1), 189-200. https://doi.org/10.12973/eu-jer.12.1.189
Kivunja, C. (2014). Do you want your students to be job-ready with 21st century skills? change pedagogies: A pedagogical paradigm shift from Vygotskyian social constructivism to critical thinking, problem solving and Siemens’ digital connectivism. International Journal of Higher Education, 3(3), 81–91. http://dx.doi.org/10.5430/ijhe.v3n3p81
Le, W. (2025). Project-based learning in college English writing teaching: Theory and practice. International Journal of Languages, Literature and Linguistics, 11(1), 20-23.
Leon, L. I. (2023). Teaching academic writing as a method of improving communication skills. Acta Marisiensis. Philologia, 5(1), 1–7. https://doi.org/10.2478/amph-2023-0086
Li, J., Zhang, M., & Cheng, L. (2023). Automated writing evaluation in L2 contexts: A systematic review of effectiveness, implementation, and challenges. Computer Assisted Language Learning, 36(9), 2163–2194. https://doi.org/10.1080/09588221.2022.2041619
Mali, Y., C., G. (2016). Project-based learning in Indonesian EFL classrooms: From theory to practice. IJEE (Indonesian Journal of English Education), 3(1), 89-105. https://doi.org/10.15408/ijee.v3i1.2651
Mali, Y. C. G. (2023). EFL students’ challenges in writing research proposals: A qualitative study of six Indonesian undergraduates. LLT Journal: A Journal on Language and Language Teaching, 26(1), 272-289. https://doi.org/10.24071/llt.v26i1.5296
Miller, J. (2014). Building academic literacy and research skills by contributing to Wikipedia: A case study at an Australian university. Journal of Academic Language & Learning, 8 (2), 72-86.
National Education Association. (2014). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs.” 1–38.
https://dl.icdst.org/pdfs/files3/0d3e72e9b873e0ef2ed780bf53a347b4.pdf
Nikoulina, A. (2020). An exploratory study of academic writing literacy and research skills of graduate business students. Journal of Perspectives in Applied Academic Practice, 8(1), 22-29.
Permata, M. D., Koto, I., & Sakti, I. (2019). Pengaruh model project based learning terhadap minat belajar fisika dan kemampuan berpikir kritis siswa SMA Negeri 1 Kota Bengkulu. Jurnal Kumparan Fisika, 1(1), 30–39.
Prabowo, J., Hartono, R., Rukmini, D., & Saleh, M. (2024). The impact of project-based learning and problem-based learning on writing skills: a comparative study on extroverted and introverted Indonesian EFL students. English Review: Journal of English Education, 12(1), 1-10. https://doi.org/10.25134/erjee.v12i1.9297
Rahardi, P., Hernanda, R., Panuntun, E. B., Indriani, L., & Wulansari, A. (2023). Project-based learning in developing english language skills and 21st century skills: Students’ voices in academic writing course. Metathesis: Journal of English Language, Literature, and Teaching, 7(2), 198–215. https://doi.org/10.31002/metathesis.v7i2.801
Rahmalia, I., & Utari, S. (2021). The effect of project-based learning (PBL) in writing skill. Edulia: English Education, Linguistic and Art Journal. 1 (2), 55-60.
Rohmah, N., Rosyidha, A., & Dwi Eko Saputri, L. A. (2024). Unlocking the potential of project-based learning in English language education: A systematic review of benefits, challenges, and implementation strategies. Journal of English Language Teaching and Applied Linguistics, 6(4), 161-167. https://doi.org/10.32996/jeltal.2024.6.4.17
Silitubun, E., Costa, B., & Nizam, Z. (2024). The role of project-based learning in developing 21st century skills. International Journal of Educational Narratives, 2(6), 525–534. https://doi.org/10.70177/ijen.v2i6.1689
Soffiany, N.K, & Purbani, W. (2020). The effectiveness of project-based learning to teach writing in relation to students’ creativity. Ling Tera. 7 (2), 205-214.
Sysoyev, P. V., Sorokin, D. O., & Evstigneeva, I. A. (2023). The development of university research scholars’ and faculty’s competence in academic writing. Perspectives of Science &Education, 61(1), 658–671. https://doi.org/10.32744/pse.2023.1.39
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. John Wiley & Sons.
Wisanti, W., Indah, N.K., & Putri, E.K. (2024). Scientific digital poster assignments: Strengthen concepts, train creativity, and communication skills. International Journal of Evaluation and Research in Education (IJERE), 13 (2), 1035~1044.
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Lestari Setyowati, Sari Karmina, Elvira Rosyida MR, Shafie Asmaak Latisha
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors can separately make additional contractual arrangements for non-exclusive distribution published by the journal (e.g., publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are allowed and encouraged to send their work via online (e.g., in the institutional repositories or their website) after published by the journal.
