TY  - JOUR
AV  - public
N2  - This study investigates the strategies employed by English as a Foreign Language (EFL) teachers in teaching writing through digital learning environments, with a specific focus on the use of Google Docs as an instructional tool. Adopting a qualitative descriptive approach, the research involved ten EFL teachers from various educational levels in the Greater Jakarta area. Data were collected  through  non-participant  classroom  observations  and  semi-structured  interviews.  The findings reveal that Google Docs plays a central role in supporting collaborative drafting, structured feedback, real-time revision, and student autonomy. Teachers utilized Google Docs to facilitate both synchronous  and  asynchronous  writing  instruction,  integrating  it  with  platforms  such  asGoogle Classroom and WhatsApp to build a cohesive digital learning ecosystem. Overall, the integration of Google  Docs  was  perceived  as  effective  in  enhancing  student  engagement,  improving  writing quality,  and  streamlining  the feedback  process.  The  study  concludes  that  digital  platforms,  when purposefully  implemented,  can  significantly  enrich  EFL  writing  pedagogy  in  contemporary classrooms.
SP  - 416
VL  - 6
TI  - EFL TEACHERS? STRATEGIES FOR TEACHING WRITING IN DIGITAL LEARNING ENVIRONMENTS
Y1  - 2025/10/30/
JF  - EFL TEACHERS? STRATEGIES FOR TEACHING WRITING IN DIGITAL LEARNING ENVIRONMENTS
SN  - 2746-1424
ID  - repository48824
A1  - Siswana, Siswana
A1  - Sriyanto, Widi
A1  - Komara, Cahya
EP  - 424
UR  - http://journal.uhamka.ac.id/index.php/ellter-j
PB  - ELLTER Journal
IS  - 2
ER  -