Consensus-Based Framework for Enhancing Academic Writing Pedagogy in Indonesian Higher Education

Fahrus Zaman   Fadhly; Dadang  Solihat; Marwito   Wihadi; Nur Fathiyya Zahira   Mujahidah

doi:10.31849/etxn0n46

Authors

Fahrus Zaman Fadhly Universitas Kuningan, Kuningan, Indonesia
Dadang Solihat Universitas Kuningan, Kuningan, Indonesia
Marwito Wihadi Universitas Kuningan, Kuningan, Indonesia
Nur Fathiyya Zahira Mujahidah Niğde Ömer Halisdemir University, Nigde, Türkiye

DOI:

https://doi.org/10.31849/etxn0n46

Keywords:

Academic writing, Delphi method, Higher education, Writing instruction, Genre-based teaching

Abstract

Higher education increasingly depends on robust academic writing competence, yet many university students in multilingual and AI-mediated contexts continue to experience persistent difficulties that are not sufficiently addressed by existing pedagogical models. Responding to the absence of a unified, consensus-based framework that integrates feedback literacy, process-oriented pedagogy, affective support, and institutional structures in the Indonesian context, this study employed a three-round Delphi method to elicit and refine expert perspectives on academic writing pedagogy. A purposive sample of fifteen EFL scholars, writing instructors, and curriculum designers from Indonesian universities completed iterative rounds of open-ended questioning and Likert-scale rating, with consensus determined using median scores and interquartile ranges. The findings reveal four core challenges, namely limited feedback literacy, surface-level and product-oriented instruction, affective barriers such as low confidence and anxiety, and fragmented mentoring systems. Experts reached strong consensus on the need for systematic feedback literacy training, the adoption of process-based and technology-supported writing instruction, explicit affective and motivational scaffolding, and institutional mechanisms such as writing centers and structured mentoring. The study culminates in a Consensus-Based Pedagogical Framework that positions academic writing as a cognitive, social, and emotional practice rather than a purely linguistic product. This framework offers a practical roadmap for curriculum developers, policymakers, and instructors, while also contributing to wider debates on the decolonization and digital transformation of academic writing in Global South higher education systems.

Author Biographies

Fahrus Zaman Fadhly, Universitas Kuningan, Kuningan, Indonesia

Dr. Fahrus Zaman Fadhly is a faculty member of the English Education Department at the Faculty of Teacher Training and Education, Universitas Kuningan. His teaching and research interests include English Language Teaching, Academic Writing, Creative Writing, English for Journalism, and Language and Media Studies. He is passionate about developing innovative pedagogical approaches that integrate creativity and critical literacy to enhance students’ communicative competence and academic writing proficiency.
Dadang Solihat, Universitas Kuningan, Kuningan, Indonesia

Dr. Dadang Solihat is a senior lecturer in the English Language Education Department, Faculty of Teacher Training and Education (FKIP), Universitas Kuningan, Indonesia. His research and teaching interests include English for Specific Purposes (ESP), English language education, and Teaching English to Young Learners (TEYL). He is committed to advancing effective pedagogical strategies that support successful language learning across diverse educational settings. In this study, he contributed to the development of visualizations, tables, and figures, and assisted in writing the results and discussion sections.
Marwito Wihadi, Universitas Kuningan, Kuningan, Indonesia

Dr. Marwito Wihadi is a faculty member of the English Education Department at the Faculty of Teacher Training and Education, Universitas Kuningan. His research interests include Systemic Functional Linguistics (SFL), Discourse Analysis, the Appraisal System, and the teaching of writing. He has contributed to various academic forums focusing on linguistic approaches to language education and strives to enhance students’ analytical and writing competencies through functional perspectives in language learning.
Nur Fathiyya Zahira Mujahidah, Niğde Ömer Halisdemir University, Nigde, Türkiye

Nur Fathiyya Zahira Mujahidah is a senior researcher in the Department of English Language and Literature, Faculty of Science and Literature, Niğde Ömer Halisdemir University, Türkiye. Her academic interests include English literature, intercultural communication, global Englishes, and multilingual education in transnational contexts. She has been actively involved in research that examines language, identity, and cultural interaction in global learning environments.

References

Adhami, N., & Taghizadeh, M. (2024). Integrating inquiry-based learning and computer-supported collaborative learning into a flipped classroom: Effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning, 37(3), 521–557. https://doi.org/10.1080/09588221.2022.2046107

Afifi, N. (2021). Exploring the use of grammatical metaphor in Indonesian EFL learners’ academic writing. Indonesian Journal of Applied Linguistics, 10(3), 719–731. https://doi.org/10.17509/ijal.v10i3.31759

Aleshinskaya, E., & Vasilieva, N. (2025). The effect of genre-based learning on teaching academic email writing. Language Related Research, 16(3), 1–28. https://doi.org/10.48311/LRR.16.3.1

Amer, M. I. B., Rababah, L. M., & Rababah, M. A. (2025). Exploring ChatGPT as a tool for thesis writing: Perspectives of EFL supervisors in Jordanian universities. Journal of Language Teaching and Research, 16(1), 33–42. https://doi.org/10.17507/jltr.1601.04

Amirjalili, F., Neysani, M., & Nikbakht, A. (2024). Exploring the boundaries of authorship: A comparative analysis of AI-generated text and human academic writing in English literature. Frontiers in Education, 9, Article 1347421. https://doi.org/10.3389/feduc.2024.1347421

Bozkurt, A. (2024). GenAI et al.: Cocreation, authorship, ownership, academic ethics and integrity in a time of generative AI. Open Praxis, 16(1), 1–16. https://doi.org/10.55982/openpraxis.16.1.654

Canagarajah, S. (2022). Language diversity in academic writing: Toward decolonizing scholarly publishing. Journal of Multicultural Discourses, 17(2), 107–128. https://doi.org/10.1080/17447143.2022.2049706

Canagarajah, S. (2024). Decolonizing academic writing pedagogies for multilingual students. TESOL Quarterly, 58(1), 280–306. https://doi.org/10.1002/tesq.3279

Caprioglio, A., & Paglia, L. (2023). Fake academic writing: Ethics during chatbot era. European Journal of Paediatric Dentistry, 24(2), 88–89. https://doi.org/10.23804/ejpd.2023.24.02.01

Casal, J. E., & Kessler, M. (2023). Can linguists distinguish between ChatGPT/AI and human writing? A study of research ethics and academic publishing. Research Methods in Applied Linguistics, 2(3), Article 100068. https://doi.org/10.1016/j.rmal.2023.100068

Chura-Quispe, G., & Castro, R. A. G. (2024). A techno-pedagogical design for the production of academic essays in university students. Contemporary Educational Technology, 16(1), Article ep486. https://doi.org/10.30935/cedtech/13591

Daniels, S., & Richards, R. (2024). We’re all in this thing together: An equitable and flexible approach to language diversity in the Stellenbosch University Writing Lab. In N. Poulin, J. Denny, & D. Martins (Eds.), Landmark essays in contemporary writing center studies (pp. 295–307). Routledge.

Davis, M. (2024). Inclusion within a holistic approach to academic integrity: Improving policy, pedagogy, and wider practice for all students. In T. Bretag (Ed.), Second handbook of academic integrity (pp. 1129–1147). Springer Nature. https://doi.org/10.1007/978-3-030-99655-8_44

De Costa, P. I., Ojha, L. P., Lee, V. W. Y., & Montgomery, D. P. (2024). Decolonizing higher education pedagogy: Insights from critical, collaborative professionalism in practice. Educational Philosophy and Theory, 56(8), 784–800. https://doi.org/10.1080/00131857.2023.2173599

DuBose, J., & Marshall, D. (2023). AI in academic writing: Tool or invader? Public Services Quarterly, 19(2), 125–130. https://doi.org/10.1080/15228959.2023.2185338

Dugartsyrenova, V. A. (2024). Facilitating graduate students’ technology-mediated peer review practices in an online multicultural academic writing classroom. Social Science Research Network. https://doi.org/10.2139/ssrn.5132789

Fadhly, F. (2022). Extensive reading as a gateway to create research gap: Valuable lessons from Indonesian expert authors. Indonesian Journal of EFL and Linguistics, 7(2), 397–413. https://doi.org/10.21462/ijefl.v7i2.537

Fadhly, F. Z. (2021). Synthesizing effective strategies for IT-mediated writing: A meta-ethnographic study. Indonesian Journal of EFL and Linguistics, 6(2), 563–575. https://doi.org/10.21462/ijefl.v6i2.610

Fadhly, F. Z. (2022). Formulating research problem in academic writing: Indonesian expert authors’ cognitive experience. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(1), 215–233. https://doi.org/10.21093/ijeltal.v7i1.1262

Fadhly, F. Z., Muziatun, M., Manan, N. A., Acesta, A., & Solihat, D. (2023). An academic writing model: Lessons learned from experienced writers. Indonesian Journal of Applied Linguistics, 12(3), 870–880. https://doi.org/10.17509/ijal.v12i3.44952

Fadhly, Z. F. (2023). Enhancing the academic writing of EFL learners: An analysis of effective strategies through meta-synthesis. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(2), 397–410. https://doi.org/10.21093/ijeltal.v6i2.1438

Frye, B. L. (2022). Should using an AI text generator to produce academic writing be plagiarism? Fordham Intellectual Property, Media & Entertainment Law Journal, 33(2), 946–1004.

Gagich, M. (2025). Using process-based pedagogical assessment practices to challenge generative AI in the writing classroom. In T. Brown & M. M. Williams (Eds.), Educational assessments in the age of generative AI (pp. 1–32). IGI Global. https://doi.org/10.4018/978-1-6684-7325-0.ch001

Garg, S., Ahmad, A., & Madsen, D. Ø. (2024). Academic writing in the age of AI: Comparing the reliability of ChatGPT and Bard with Scopus and Web of Science. Journal of Innovation & Knowledge, 9(4), Article 100563. https://doi.org/10.1016/j.jik.2024.100563

Ghotbi, N. (2024). Ethics of artificial intelligence in academic research and education. In S. E. Eaton (Ed.), Second handbook of academic integrity (pp. 1–18). Springer. https://doi.org/10.1007/978-3-031-54144-5_143

Hutson, J., Plate, D., & Berry, K. (2024). Embracing AI in English composition: Insights and innovations in hybrid pedagogical practices. International Journal of Changes in Education, 1(1), 19–31. https://doi.org/10.47852/bonviewIJCE42022290

Jusslin, S., & Hilli, C. (2024). Supporting bachelor’s and master’s students’ thesis writing: A rhizoanalysis of academic writing workshops in hybrid learning spaces. Studies in Higher Education, 49(4), 712–729. https://doi.org/10.1080/03075079.2023.2250809

Kim, J., Yu, S., Detrick, R., & Li, N. (2025). Exploring students’ perspectives on generative AI-assisted academic writing. Education and Information Technologies, 30, 1265–1300. https://doi.org/10.1007/s10639-024-12878-7

Koplin, J. (2023). Plagiarism, academic ethics, and the utilization of generative AI in academic writing. International Journal of Applied Philosophy, 37(2), 17–40. https://doi.org/10.5840/ijap2023372202

Maphoto, K. B., Sevnarayan, K., Mohale, N. E., Suliman, Z., Ntsopi, T. J., & Mokoena, D. (2024). Advancing students’ academic excellence in distance education: Exploring the potential of generative AI integration to improve academic writing skills. Open Praxis, 16(2), 142–159.

Marshall, S., Blaj-Ward, L., Dreamson, N., Nyanjom, J., & Bertuol, M. T. (2024). The reshaping of higher education: Technological impacts, pedagogical change, and future projections. Higher Education Research & Development, 43(3), 521–541. https://doi.org/10.1080/07294360.2023.2248290

Mirhosseini, S. A., Janfada, M., & Iranmanesh, L. (2025). The pain, the pedagogy, and the politics of IELTS: A critical autobiographical inquiry. Critical Inquiry in Language Studies, 22(1), 43–63. https://doi.org/10.1080/15427587.2023.2273936

Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024). Human–AI collaboration patterns in AI-assisted academic writing. Studies in Higher Education, 49(5), 847–864. https://doi.org/10.1080/03075079.2024.2323593

Nurkamto, J., Prihandoko, L. A., Putro, N. H. P. S., & Purwati, O. (2024). Academic writing apprehension in higher education: A systematic review. Studies in English Language and Education, 11(1), 247–266.

O’Brien, C., & Charura, D. (2025). Pedagogical perspectives to ponder: Engaging with social justice An integrative pedagogy of discomfort and love in psychotherapy. Counselling and Psychotherapy Research, 25(1), e12895. https://doi.org/10.1002/capr.12895

Olsson, E. M., Gelot, L., Karlsson Schaffer, J., & Litsegård, A. (2024). Teaching academic literacies in international relations: Towards a pedagogy of practice. Teaching in Higher Education, 29(2), 471–488. https://doi.org/10.1080/13562517.2022.2108905

Peungcharoenkun, T., & Waluyo, B. (2024). Writing pedagogy in higher education: The efficacy of mediating feedback with technology. Reading & Writing, 15(1), 1–12. https://doi.org/10.4102/rw.v15i1.435

Quist, J. (2025). Translingual creative writing theory, practice, and pedagogy: Daoism and decentering monolingual workshops. Bloomsbury Publishing.

Rodrigues, J. D. N. (2025). Academic supervision as pedagogical work in higher education. Educação & Realidade, 49, Article e136363. https://doi.org/10.1590/2175-6236136363

Rowland, D. R. (2023). Two frameworks to guide discussions around levels of acceptable use of generative AI in student academic research and writing. Journal of Academic Language and Learning, 17(1), T31–T69.

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, Article 1260843. https://doi.org/10.3389/fpsyg.2023.1260843

Tang, A., Li, K. K., Kwok, K. O., Cao, L., Luong, S., & Tam, W. (2024). The importance of transparency: Declaring the use of generative artificial intelligence (AI) in academic writing. Journal of Nursing Scholarship, 56(2), 314–318. https://doi.org/10.1111/jnu.12938

Tran, T. T. H. (2023). AI tools in teaching and learning English academic writing skills. In Proceedings of the AsiaCALL International Conference (Vol. 4, pp. 170–187). AsiaCALL.

van Niekerk, J., Delport, P. M., & Sutherland, I. (2025). Addressing the use of generative AI in academic writing. Computers and Education: Artificial Intelligence, 8, Article 100342. https://doi.org/10.1016/j.caeai.2024.100342

Wise, B., Emerson, L., Van Luyn, A., Dyson, B., Bjork, C., & Thomas, S. E. (2024). A scholarly dialogue: Writing scholarship, authorship, academic integrity and the challenges of AI. Higher Education Research & Development, 43(3), 578–590. https://doi.org/10.1080/07294360.2023.2252235

Xie, D., & Sun, Y. (2024). Decolonizing English academic writing education through translingual practices. Linguistics and Education, 81, Article 101307. https://doi.org/10.1016/j.linged.2023.101307

Yuan, Y., Li, H., & Sawaengdist, A. (2024). The impact of ChatGPT on learners in English academic writing: Opportunities and challenges in education. Language Learning in Higher Education, 14(1), 41–56. https://doi.org/10.1515/cercles-2023-0006

Zhang, Z., & Xu, L. (2024). Student engagement with automated feedback on academic writing: A study on Uyghur ethnic minority students in China. Journal of Multilingual and Multicultural Development, 45(8), 3466–3479. https://doi.org/10.1080/01434632.2023.2213968

Zulfa, S., Dewi, R. S., Hidayat, D. N., Hamid, F., & Defianty, M. (2023, August). The use of AI and technology tools in developing students’ English academic writing skills. In Proceedings of the International Conference on Education (pp. 47–63).