EFL Writing as a Lens for Exploring Sustainability Awareness and Community Resilience
DOI:
https://doi.org/10.64826/4y2v4x83Keywords:
EFL writing, sustainability awareness, community resilience, qualitative research, language educationAbstract
Academic stress is a common challenge among university students and may negatively affect psychological well-being and academic performance. Resilience plays a crucial protective role in helping students adapt and recover from academic pressure. This study aimed to examine the effect of mindfulness on resilience among students experiencing moderate to high levels of academic stress. A quantitative approach with a correlational–predictive design was employed, involving 250 university students from several universities in Indonesia, selected using the Perceived Stress Scale-10 (PSS-10). Data were collected using the Five Facet Mindfulness Questionnaire (FFMQ) and the Connor–Davidson Resilience Scale (CD-RISC-25), and analyzed using simple linear regression. The results indicated that mindfulness had a positive and significant effect on resilience (β = 0.673, p < 0.001), accounting for 45.3% of the variance in resilience. The novelty of this study lies in its focus on students with moderate to high academic stress and in positioning mindfulness as a key psychological predictor of resilience rather than merely a stress-reduction strategy. These findings provide practical implications for the development of mindfulness-based counseling and intervention programs in higher education settings.
Downloads
References
Acar, E. (2023). Student engagement with formative assessment feedback in L2 writing: An investigation of individual differences. Assessing Writing, 60, 100717. https://doi.org/10.1016/j.asw.2023.100717
Acosta-Castellanos, P. M., & Queiruga-Dios, A. (2021). From environmental education to education for sustainable development in higher education: A systematic review. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/IJSHE-04-2021-0167
Adebayo, Q. A. (2025). Scholarly trends and representations of L2 writers in second language writing: A corpus-assisted discourse study. Journal of Second Language Writing, 69, 101239. https://doi.org/10.1016/j.jslw.2025.101239
Boston, M., Bernie, D., Brogden, L., Forster, A., Galbrun, L., Hepburn, L.-A., Lawanson, T., & Morkel, J. (2024). Community resilience: A multidisciplinary exploration for inclusive strategies and scalable solutions. Resilient Cities and Structures, 3(1), 114–130. https://doi.org/10.1016/j.rcns.2024.03.005
Bowen, G. A. (2017). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Carr, N. (2023). Feedback on writing through the lens of activity theory: An exploration of changes to peer-to-peer interactions. Assessing Writing, 56, 100720. https://doi.org/10.1016/j.asw.2023.100720
Chang-Bacon, C. K., & Pedersen, S. (2023). Counterstories to English monolingualism: Critical language awareness in (teacher) education. Linguistics and Education, 78, 101229. https://doi.org/10.1016/j.linged.2023.101229
Cheung, A. (2022). Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study. Journal of Second Language Writing, 58, 100931. https://doi.org/10.1016/j.jslw.2022.100931
Crosthwaite, P., Ningrum, S., & Lee, I. (2022). Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF. Journal of Second Language Writing, 58, 100934. https://doi.org/10.1016/j.jslw.2022.100934
Fernando, A. R. R., & Tajan, G. P. (2024). Education for sustainable development (ESD) through participatory research (PR): A systematic review. Journal of Cleaner Production, 482, 144237. https://doi.org/10.1016/j.jclepro.2024.144237
Findler, F., Schönherr, N., Lozano, R., Reider, D., & Martinuzzi, A. (2019). The impacts of higher education institutions on sustainable development: A review and conceptualization. International Journal of Sustainability in Higher Education, 20(1), 23–38. https://doi.org/10.1108/IJSHE-07-2017-0114
Franco, I., Saito, O., Vaughter, P., Whereat, J., Kanie, N., & Takemoto, K. (2019). Higher education for sustainable development: Actioning the global goals in policy, curriculum and practice. Sustainability Science, 14(6), 1621–1642. https://doi.org/10.1007/s11625-018-0628-4
Hyland, K., & Jiang, F. (2021). A bibliometric study of EAP research: Who is doing what, where and when? Journal of English for Academic Purposes, 49, 100929. https://doi.org/10.1016/j.jeap.2020.100929
Jiang, L., & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329–1353. https://doi.org/10.1080/09588221.2020.1799824
Karatay, Y., & Karatay, L. (2024). Automated writing evaluation use in second language classrooms: A research synthesis. System, 123, 103332. https://doi.org/10.1016/j.system.2024.103332
Kaufhold, K. (2025). The last refuge of the unjust? Academic writing and legitimate peripheral participation in German higher education. Journal of English for Academic Purposes, 87, 101518. https://doi.org/10.1016/j.jeap.2025.101518
Kazazoglu, S., & Karatas, O. (2025). Environmental education through eco-literacy: Integrating sustainability into English language teaching. Sustainability, 17(5), 2156. https://doi.org/10.3390/su17052156
Koltovskaia, S. (2020). Student engagement with automated written corrective feedback provided by Grammarly: A multiple case study. Assessing Writing, 44, 100450. https://doi.org/10.1016/j.asw.2020.100450
Micalay-Hurtado, M. A., & Poole, R. (2022). Eco-critical language awareness for English language teaching (ELT): Promoting justice, wellbeing, and sustainability in the classroom. Journal of World Languages, 8(2), 371–390. https://doi.org/10.1515/jwl-2022-0023
Pearson, W. S., & Abdollahzadeh, E. (2023). Metadiscourse in academic writing: A systematic review. Lingua, 293, 103561. https://doi.org/10.1016/j.lingua.2023.103561
Porto, M. (2025). How can language education contribute to securing a livable planet? TESOL Quarterly, 59(2), 585–618. https://doi.org/10.1002/tesq.3321
Puspitasari, D., Widodo, H. P., Widyaningrum, L., Allamnakhrah, A., & Lestariyana, R. P. D. (2021). Moral values in English language textbooks: A content analysis in Indonesian contexts. Studies in Educational Evaluation, 70, 101044. https://doi.org/10.1016/j.stueduc.2021.101044
Ranalli, J. (2021). L2 student engagement with automated feedback on writing: Potential for learning and issues of trust. Journal of Second Language Writing, 52, 100816. https://doi.org/10.1016/j.jslw.2021.100816
Räsänen, A., Lein, H., Bird, D., & Setten, G. (2020). Conceptualizing community in disaster risk management. International Journal of Disaster Risk Reduction, 45, 101485. https://doi.org/10.1016/j.ijdrr.2020.101485
Riazi, A. M., Rezvani, S., & Ghanbar, H. (2023). Trustworthiness in L2 writing research: A consideration of qualitative and mixed-method studies. Research Methods in Applied Linguistics, 2(1), 100065. https://doi.org/10.1016/j.rmal.2023.100065
Saiful, J. A. (2023). Eco-ELT for environmental research and praxis in ELT. Journal on English as a Foreign Language, 13(2), 373–398. https://doi.org/10.23971/jefl.v13i2.6335
Saja, A. M. A., Teo, M., Goonetilleke, A., & Ziyath, A. M. (2018). An inclusive and adaptive framework for measuring social resilience. International Journal of Disaster Risk Reduction, 28, 862–873. https://doi.org/10.1016/j.ijdrr.2018.02.004
Salovaara, J. J., Pietikäinen, J., & Cantell, H. (2021). Perceptions of interconnected sustainability: Students’ narratives bridging transition and education. Journal of Cleaner Production, 281, 125336. https://doi.org/10.1016/j.jclepro.2020.125336
Sasayama, S. (2021). Designing efficient L2 writing assessment tasks for low-proficiency learners of English. ETS Research Report Series, 2021(1), 1–16. https://doi.org/10.1002/ets2.12341
Shah, W. A., Jatoi, Q.-u.-n., & Shah, U. R. (2025). De centering the anthropocentric worldview in language textbooks: A posthumanist call for discursive reparations for sustainable ELT. Linguistics and Education, 86, 101397. https://doi.org/10.1016/j.linged.2025.101397
Shin, D. (2020). Development of metalanguage for multimodal composing: A case study of an L2 writer’s design of multimedia texts. Journal of Second Language Writing, 47, 100714. https://doi.org/10.1016/j.jslw.2020.100714
Sun, L. (2023). Pedagogies of discomfort and empathy in foreign language education: Fostering EFL learners' critical global thinking through literature and art. Thinking Skills and Creativity, 50, 101411. https://doi.org/10.1016/j.tsc.2023.101411
Tariq, H., Pathirage, C., & Fernando, T. (2021). Measuring community disaster resilience at local levels: An adaptable resilience framework. International Journal of Disaster Risk Reduction, 62, 102358. https://doi.org/10.1016/j.ijdrr.2021.102358
Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System, 91, 102247. https://doi.org/10.1016/j.system.2020.102247
Wang, Y., Derakhshan, A., Pan, Z., & Ghiasvand, F. (2023). Chinese EFL teachers’ writing assessment feedback literacy: A scale development and validation study. Assessing Writing, 56, 100726. https://doi.org/10.1016/j.asw.2023.100726
Yin, X., Saad, M. R. B. M., & Halim, H. B. A. (2023). A systematic review of critical thinking instructional pedagogies in EFL writing: What do we know from a decade of research. Thinking Skills and Creativity, 49, 101363. https://doi.org/10.1016/j.tsc.2023.101363
Žalėnienė, I., & Pereira, P. (2021). Higher education for sustainability: A global perspective. Geography and Sustainability, 2(2), 99–106. https://doi.org/10.1016/j.geosus.2021.05.001
Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319, 128534. https://doi.org/10.1016/j.jclepro.2021.128534
Zheng, Y., Yi, S., & Lu, C. (2022). Mapping research on second language writing teachers: A review on teacher cognition, practices, and expertise. System, 109, 102870. https://doi.org/10.1016/j.system.2022.102870
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jurnal Kolaborasi Akademika
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
