Exploring English as a Foreign Language (EFL) University Students’ Emotions in Writing Argumentative Text : A Narrative Study

Atiqoh, Saevia Izzatun (2026) Exploring English as a Foreign Language (EFL) University Students’ Emotions in Writing Argumentative Text : A Narrative Study. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Writing argumentative texts is considered one of the challenging activities for EFL students because it requires students to organize ideas, develop arguments, and use appropriate linguistic features simultaneously. During the writing process, students may experience various emotions that shape their engagement and experiences in learning. Therefore, this study aimed to explore the emotional experiences of EFL students in writing argumentative texts. This research employed a qualitative approach with a narrative inquiry design. The participants of this study were three English Education students at a university in Pekalongan, Central Java, who had experience in writing argumentative texts in academic writing classes. The data were collected through semi-structured interviews with the participants. The data were analyzed using narrative inquiry procedures proposed by Clandinin and Connelly, including reading field texts, analyzing participants’ experiences, and restorying the narratives. The findings revealed that the participants experienced both positive and negative emotions during the process of writing argumentative texts. Positive emotions included enjoyment, interest, and confidence, while negative emotions involved anxiety, boredom, disappointment, and shame. These emotions were related to topic familiarity, grammar, references, feedback, and classroom writing experiences. To deal with these challenges, the participants applied several strategies such as taking breaks, managing time, using digital tools, and exploring topics more deeply. These findings were interpreted through Pekrun’s Control-Value Theory, which explains that students’ emotions are related to how they perceive the value of a task and their level of control during learning activities. This study contributes to the understanding of students’ emotional experiences in argumentative writing within the EFL context. The findings are expected to provide insights for lecturers, students, and future researchers regarding the importance of considering emotional aspects in the teaching and learning of argumentative writing.

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