Exploring the Use of Epistemic and Effective Stance Strategies in the EFL Classroom
Evidence From Reflective Writing
Bibliographic Data
| ID | 22006909 |
|---|---|
| Authors | Elena Domínguez Romero (0000-0001-8128-2131, Universidad Complutense de Madrid), Cristian Sanhueza-Campos (0000-0002-7924-5910, University of Concepción, corresponding author), Caterin Diaz-Vargas (0000-0002-1787-683X, University of Concepción), Marcela Vildósola Campos (0000-0001-5826-4736, University of Concepción), Katia Sáez-Carrillo (0000-0002-8580-8038, University of Concepción) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251378837 |
| OpenAlex | W4415687166 |
| Language | EN |
| References cited | 36 |
This study investigates the epistemic and effective stance strategies employed by EFL learners in reflective essays documenting their remote learning experiences. Drawing on a corpus of 298 essays, the research elucidates how students articulate their perceptions of remote learning, with particular attention to variations across gender and academic performance. Adopting a triangulated analytical approach, we examined the same set of written compositions through separate qualitative and quantitative lenses, integrating the findings at the interpretation stage. This enabled us to map key discourse-stance strategies and illustrate how individual reflections intersect with broader educational patterns. challenges. The findings illuminate critical aspects of EFL acquisition and underscore the pivotal role of pragmatic competence in language learning and communication, suggesting significant implications for EFL pedagogy. Moreover, by reframing students’ critical perspectives on remote learning as catalysts for pedagogical innovation, this research offers actionable strategies for enhancing online and hybrid EFL instruction and informs the development of adaptive, student-centered digital learning practices in an ever-changing educational landscape
Cognitive reframing · Perception · Qualitative research · Reflective Practice · Reflective thinking · Educational Strategies and Epistemologies · EFL/ESL Teaching and Learning · Literacy, Media, and Education
Register, Genre, and Style
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| Citation velocity | historical |
|---|---|
| Highly cited | No |