DIAGNOSING EFL STUDENT READINESS FOR ACADEMIC WRITING PROJECTS

Abstract

This study investigated students’ initial academic writing competence and learning readiness before participating in a Research Method in ELT course designed through project-based learning and differentiated instruction. The study was motivated by the need to identify students’ academic writing problems at the beginning of instruction so that classroom support could be planned more accurately. A descriptive diagnostic design was used. The participants were thirty-five undergraduate students enrolled in an ELT research method course at a private university in Central Java. Data were collected through a diagnostic questionnaire covering academic writing knowledge, research and methodological readiness, learning readiness, self-regulation, learning preferences, motivation, and open-ended responses. The quantitative data were analyzed descriptively, while the open-ended responses were interpreted thematically. The findings showed that students had moderate overall readiness for academic writing. They showed stronger readiness in motivation, awareness of the importance of academic writing, openness to feedback, and willingness to collaborate. However, they still faced serious challenges in synthesizing academic sources, formulating researchable problems, selecting appropriate research instruments, managing long term academic projects, and working independently. The learning preference data also indicated that students needed step by step guidance, model texts, lecturer feedback, peer discussion, and visual organizers. These findings suggest that diagnostic assessment is essential for designing responsive academic writing instruction. The study concludes that students’ initial needs should be used as the basis for differentiated scaffolding, project-based writing activities, and meaningful academic support in ELT higher education.