Unlocking University Students' Perceptions: What Defines Effective EFL Writing Instructors in the Digital Age

Authors

  • Ribahan

    English Language Education Department, Universitas Islam Negeri Mataram, Mataram 83116, Indonesia
  • Soni Ariawan

    English Language Education Department, Universitas Islam Negeri Mataram, Mataram 83116, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i7.9483
Received: 13 March 2025 | Revised: 10 May 2025 | Accepted: 27 May 2025 | Published Online: 30 June 2025

Abstract

This study aimed to investigate university students' perceptions of the essential qualities of effective EFL writing instructors in the digital age. Data were collected from 134 students through a structured Likert-scale questionnaire. Descriptive statistical analysis, containing mean and standard deviation, was employed to analyze the data regarding five main qualities: pedagogical competence, linguistic competence, interpersonal skills, motivational strategies, and adaptability to technology. The results showed that students highly appreciate clear and constructive feedback, diverse instructional approaches, and  incorporation of digital resources. Linguistic competence, including explicit grammar instruction and effective modeling of writing techniques, is also considered essential. Additionally, strong interpersonal skills contribute to a supportive learning environment, while motivational strategies, including acknowledging students' progress and achievement, help maintain engagement. Adaptability to technology is crucial, as students value instructors who integrate digital tools and enhance feedback through technology. The most significant quality that students identified was linguistic competence dealing with theinstructors' ability to articulate grammar, coherence, and rhetorical structures with precision. Interpersonal skills were also highly rated, emphasizing the importance of a positive classroom environment and personalized assistance. Effective feedback delivery and instructional variation were facilitated by pedagogical competence, while motivational strategies were essential for maintaining engagement through the progress recognition. Finally, the significance of incorporating digital tools into writing instruction was underscored by the necessity of technological advancements adaptation. The results of the present study highlight the need for training programs that blend digital and interpersonal skills. Future studies should examine how these qualities directly impact student writing outcomes.

Keywords:

Digital Age; Effective EFL Writing Instructors; Students' Perception

References

[1] Dueraman, B., 2012. Teaching EFL writing: Understanding and rethinking the Thai experience. Journal of Alternative Perspectives in the Social Sciences. 4(1), 255–275.

[2] Chao, C., Rahman, N., Soon, G., 2025. A review on project-based learning in enhancing English writing skills. Forum for Linguistic Studies. 7(1), 913–926. DOI: https://doi.org/10.30564/fls.v7i1.8106

[3] Bashiri, A., Shahrokhi, M., 2016. Improving writing proficiency, autonomy, and critical thinking ability through process-based writing instruction: A study of Iranian EFL learners. International Journal of Applied Linguistics and English Literature. 5(1), 232–244. DOI: https://doi.org/10.7575/aiac.ijalel.v.5n.1p.232

[4] Li, Y., 2023. The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology. 14, 1165221. DOI: https://doi.org/10.3389/fpsyg.2023.1165221

[5] Yuan, R., Liao, W., Wang, Z., et al., 2022. How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking: A systematic review from 2010 to 2020. Thinking Skills and Creativity. 43, 101002. DOI: https://doi.org/10.1016/j.tsc.2022.101002

[6] Hashemnezhad, H., Hashemnezhad, N., 2012. A comparative study of product, process, and post-process approaches in Iranian EFL students' writing skill. Journal of Language Teaching & Research. 3(4), 722–729. DOI: https://doi.org/10.4304/jltr.3.4.722-729

[7] Al Bloushi, B.J., Al Shuraiaan, A., 2024. Product approach and process approach and their significance to teaching writing in TESOL and how that are utilized in ELT classes. International Journal of English Language Teaching. 12(3), 7–22.

[8] Shadiev, R., Yang, M., 2020. Review of studies on technology-enhanced language learning and teaching. Sustainability. 12(2), 524. DOI: https://doi.org/10.3390/su12020524

[9] Marzuki, Widiati, U., Rusdin, D., et al., 2023. The impact of AI writing tools on the content and organization of students' writing: EFL teachers' perspective. Cogent Education. 10(2), 2236469. DOI: https://doi.org/10.1080/2331186X.2023.2236469

[10] Naznin, K., Al Mahmud, A., Nguyen, M.T., et al., 2025. ChatGPT integration in higher education for personalized learning, academic writing, and coding tasks: A systematic review. Computers. 14(2), 53. DOI: https://doi.org/10.3390/computers14020053

[11] Bram, B., Angelina, P., 2022. Indonesian tertiary education students' academic writing setbacks and solutions. International Journal of Language Education. 6(3), 267–280. DOI: https://doi.org/10.26858/ijole.v6i3.22043

[12] Mauldin, L.A., Ardianti, T.M., 2017. The role of dynamic assessment in EFL writing class. Journal of English Language, Literature, and Teaching. 1(2), 82–93. DOI: https://doi.org/10.31002/metathesis.v1i2.468

[13] Aunurrahman, Hamied, F.A.H., Emilia, E., 2017. Exploring the tertiary EFL students' academic writing competencies. Indonesian Journal of Applied Linguistics. 7(1), 72–79. DOI: https://doi.org/10.17509/ijal.v7i1.6860

[14] Octaberlina, L.R., Muslimin, A.I., Chamidah, D., et al., 2024. Exploring the impact of AI threats on originality and critical thinking in academic writing. Edelweiss Applied Science and Technology. 8(6), 8805–8814.

[15] Ribahan, S., 2018. Students' perceptions of the characteristics of effective English instructors at Mataram State Institute of Islamic Studies, Lombok. Asian EFL Journal. 20(11), 16–28.

[16] Quieti, A., Nanni, A., 2022. Characteristics of effective English language instructors: Student and teacher perspectives at a Thai university. SAGE Open. 12(2), 21582440221103523. DOI: https://doi.org/10.1177/21582440221103523

[17] Cheng, X., Zhang, L.J., 2021. Teacher written feedback on English as a foreign language learners' writing: Examining native and nonnative English-speaking instructors' practices in feedback provision. Frontiers in Psychology. 12, 629921. DOI: https://doi.org/10.3389/fpsyg.2021.629921

[18] Sun, H., Qi, W., 2022. Effects of written corrective feedback on college EFL students' writing accuracy and linguistic knowledge acquisition. Chinese Journal of Applied Linguistics. 45(3), 445–461. DOI: https://doi.org/10.1515/CJAL-2022-0310

[19] Limpo, T., Nunes, A., Coelho, A., 2020. Introduction to the special issue on technology-based writing instruction: A collection of effective tools. Journal of Writing Research. 12(1), 1–7. DOI: https://doi.org/10.17239/jowr-2020.12.01.01

[20] Zou, D., Xie, H., Wang, F.L., 2023. Effects of technology enhanced peer, teacher and self-feedback on students' collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education. 35(1), 166–185. DOI: https://doi.org/10.1007/s12528-022-09337-y

[21] Mutwarasibo, F., 2014. Promoting university students' engagement in learning through instructor‐initiated EFL writing groups. TESOL Journal. 5(4), 721–742. DOI: https://doi.org/10.1002/tesj.127

[22] Tsiriotakis, I.K., Vassilaki, E., Spantidakis, I., et al., 2017. The examination of the effects of writing strategy-based procedural facilitative environments on students' English foreign language writing anxiety levels. Frontiers in Psychology. 7, 2074. DOI: https://doi.org/10.3389/fpsyg.2016.02074

[23] Wang, Y.C., 2022. Implementing technology-mediated task-based language teaching in an EFL writing course. International Journal of Computer-Assisted Language Learning and Teaching. 12(2), 1–15. DOI: https://doi.org/10.4018/IJCALLT.305829

[24] Mozaheb, M.A., Seifoori, Z., Beigi, A.B., 2013. Effective Iranian EFL writing instructors (a technology-based framework). Procedia-Social and Behavioral Sciences. 70, 18–27. DOI: https://doi.org/10.1016/j.sbspro.2013.01.034

[25] Seifoori, Z., Mozaheb, M.A., Beigi, A.B., 2012. A profile of an effective EFL writing teacher (a technology-based approach). English Language Teaching. 5(5), 107–117. DOI: https://doi.org/10.5539/elt.v5n5p107

[26] Williams, C., Beam, S., 2019. Technology and writing: Review of research. Computers & Education. 128, 227–242. DOI: https://doi.org/10.1016/j.compedu.2018.09.024

[27] Zhang, Z.V., Hyland, K., 2018. Student engagement with teacher and automated feedback on L2 writing. Assessing Writing. 36, 90–102.

[28] Krishnan, J., Black, R.W., Olson, C.B., 2020. The power of context: Exploring instructors' formative assessment for online collaborative writing. Reading & Writing Quarterly. 37(3), 201–220. DOI: https://doi.org/10.1080/10573569.2020.1764888

[29] Todd, R.W., 2020. Instructors' perceptions of the shift from the classroom to online teaching. International Journal of TESOL Studies. 2(2), 4–16. DOI: https://doi.org/10.46451/ijts.2020.09.02

[30] Aljuaid, H., 2024. The impact of artificial intelligence tools on academic writing instruction in higher education: A systematic review. Arab World English Journal. Special Issue on ChatGPT, 26–55. DOI: https://dx.doi.org/10.24093/awej/ChatGPT.2

[31] Alsariera, A.H., Alsaraireh, M.Y., 2024. Advancing EFL writing proficiency in Jordan: Addressing challenges and embedding progressive strategies. International Journal of Arabic-English Studies. 24(2), 267. DOI: https://doi.org/10.33806/ijaes.v24i2.664

[32] Lee, I., 2017. Classroom writing assessment and feedback in L2 school contexts. Springer: New York, NY, USA.

[33] Hajizadeh, N., Salahshour, N., 2014. Characteristics of effective EFL instructors: Language instructors' perceptions versus learners' perceptions. International Journal of Applied Linguistics and English Literature. 3(1), 202–214. DOI: https://doi.org/10.7575/aiac.ijalel.v.3n.1p.202

[34] Joshi, A., Bhaskar, P., 2022. Qualitative study on critical traits of teacher for effective teaching in higher education institutions. International Journal of Learning and Change. 14(4), 390–408. DOI: https://doi.org/10.1504/IJLC.2022.124466

[35] Al-Seghayer, K., 2017. The central characteristics of successful ESL/EFL instructors. Journal of Language Teaching and Research. 8(5), 881–890. DOI: http://dx.doi.org/10.17507/jltr.0805.06

[36] Alzubi, A.A.F., 2022. What makes an effective EFL teacher from Saudi preuniversity students' perspective. Journal of Education. 202(4), 507–515. DOI: https://doi.org/10.1177/0022057420988702

[37] Braine, G., 2013. Non-native educators in English language teaching. Routledge: New York, NY, USA.

[38] Baluchzada, S., 2023. Effectiveness of reflective teaching on professional development of English as a foreign language (EFL) instructors. MEXTESOL Journal. 47(3), 1–9. DOI: https://doi.org/10.61871/mj.v47n3-6

[39] Rozati, F., 2017. Relating EFL instructors' professional and institutional identity to their teaching efficacy. Issues in Educational Research. 27(4), 859–873.

[40] Al-Mahrooqi, R., Denman, C., Al-Siyabi, J., et al., 2015. Characteristics of a good EFL teacher: Omani EFL teacher and student perspectives. SAGE Open. 5(2), 2158244015584782. DOI: https://doi.org/10.1177/2158244015584782

[41] Qassrawi, R., Abuhussein, H.F., Rafidi, T.J., et al., 2023. Language-intensive exposure in EFL curriculum: Attitudes towards the unlock textbook series at Birzeit University as a case study. Cogent Education. 10(1), 2166626. DOI: https://doi.org/10.1080/2331186X.2023.2166626

[42] Mali, Y.C.G., Salsbury, T.L., 2021. Technology integration in an Indonesian EFL writing classroom. TEFLIN Journal. 32(2), 243–266. DOI: https://doi.org/10.15639/teflinjournal.v32i2/243-266

[43] Wardat, S., Akour, M., 2024. EFL instructors' perceptions of integration digital transformation in EFL learning context in higher education. Journal of Infrastructure, Policy and Development. 8(8), 6074. DOI: https://doi.org/10.24294/jipd.v8i8.6074

[44] Maghsoudi, N., Golshan, M., Naeimi, A., 2022. Integrating digital multimodal composition into EFL writing instruction. Journal of Language and Education. 8(1), 84–99. DOI: https://doi.org/10.17323/jle.2022.12021

[45] Petchprasert, A., 2021. Utilizing an automated tool analysis to evaluate EFL students' writing performances. Asian-Pacific Journal of Second and Foreign Language Education. 6, 1–16. DOI: https://doi.org/10.1186/s40862-020-00107-w

[46] Çukur, H.S., 2023. Technology integration beliefs and practices of Turkish novice EFL instructors after online practicum. Turkish Online Journal of Distance Education. 24(3), 294–310. DOI: https://doi.org/10.17718/tojde.1138742

[47] Tawafak, R.M., Al-Obaydi, L.H., Klimova, B., et al., 2023. Technology integration of using digital gameplay for enhancing EFL college students' behavior intention. Contemporary Educational Technology. 15(4), ep452. DOI: https://doi.org/10.30935/cedtech/13454

[48] Zhao, X., 2023. Leveraging artificial intelligence (AI) technology for English writing: Introducing wordtune as a digital writing assistant for EFL writers. RELC Journal. 54(3), 890–894. DOI: https://doi.org/10.1177/00336882221094089

[49] Wale, B.D., Kassahun, Y.F., 2024. The transformative power of AI writing technologies: Enhancing EFL writing instruction through the integrative use of Writerly and Google Docs. Human Behavior and Emerging Technologies. 2024(1), 9221377. DOI: https://doi.org/10.1155/2024/9221377

[50] Heredia-Arboleda, E.E., Torres-Cajas, M.J., Oviedo, D.R.Y., et al., 2021. Qualities of effective EFL teachers in the 21st century: A reflection from Ecuador. Theory and Practice in Language Studies. 11(12), 1526–1533. DOI: https://doi.org/10.17507/tpls.1112.03

[51] Carmel, R., Badash, M., 2019. Who is the effective teacher? Perceptions of early career English instructors in Israel. The Language Learning Journal. 49(5), 614–629. DOI: https://doi.org/10.1080/09571736.2019.1656767

[52] Yuan, R., Hu, Y., 2018. Teachers' views on the qualities of effective EFL teacher educators. ELT Journal. 72(2), 141–150. DOI: https://doi.org/10.1093/elt/ccx032

[53] Deng, L., Zhang, L.J., Mohamed, N., 2023. Exploring native and non-native English speaker instructors' perceptions of English teacher qualities and their students' responses. Frontiers in Psychology. 14, 1175379. DOI: https://doi.org/10.3389/fpsyg.2023.1175379

[54] Hung, L.N.Q., 2023. Students' perceptions of effective EFL teachers in a university in Vietnam. Journal of Language Teaching and Research. 14(3), 560–567. DOI: https://doi.org/10.17507/jltr.1403.03

[55] Ostovar-Namaghi, S.A., Hosseini, S.M., 2019. Exploring foreign language teachers recruitment criteria: A qualitative study. Qualitative Report. 24(4), 731–753. DOI: https://doi.org/10.46743/2160-3715/2019.3314

[56] Rohmah, Z., 2018. Enhancing English teachers' professional development: Portraying a mentoring program. TEFLIN Journal. 29(1), 90–107. DOI: https://doi.org/10.15639/teflinjournal.v29i1/90-107

[57] Quan, N.H., 2022. Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers. Indonesian Journal of Applied Linguistics. 11(3), 650–663. DOI: https://doi.org/10.17509/ijal.v11i3.40592

[58] Chu, W., Liu, H., Fang, F., 2021. A tale of three excellent Chinese EFL instructors: Unpacking teacher professional qualities for their sustainable career trajectories from an ecological perspective. Sustainability. 13(12), 6721. DOI: https://doi.org/10.3390/su13126721

[59] Richards, J.C., 2017. Teaching English through English: Proficiency, pedagogy and performance. RELC Journal. 48(1), 7–30. DOI: https://doi.org/10.1177/0033688217690059

[60] Farooq, M., 2016. Developing teachers' expertise to teach English language: An evaluative study of a professional development program at Taif University English Language Centre. Theory and Practice in Language Studies. 6(2), 274–282. DOI: http://dx.doi.org/10.17507/tpls.0602.08

Downloads

How to Cite

Ribahan, & Ariawan, S. (2025). Unlocking University Students’ Perceptions: What Defines Effective EFL Writing Instructors in the Digital Age. Forum for Linguistic Studies, 7(7), 1–14. https://doi.org/10.30564/fls.v7i7.9483

Issue

Vol. 7 , Iss. 7 (July 2025): In progress

Article Type

Article

License

Copyright © 2025 Ribahan, Soni Ariawan

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.