Views: 554
Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp.278-289
English Education Department, Faculty of Social and Humanities,
Universitas PGRI Kalimantan, Banjarmasin, Indonesia
English Education Department, Faculty of Teacher Training and Education,
Universitas Lambung Mangkurat, Banjarmasin, Indonesia
An English as a foreign language (EFL) writing lecturer is often seen as a writing expert when teaching writing in class. However, an EFL writing lecturer often struggles with writer’s block due to a busy academic life. This single-case study, using a qualitative approach investigates the phenomenon of writer’s block from the perspective of an EFL writing lecturer who has multiple tasks as a teacher, researcher, and author/columnist. This study investigates the specific challenges one faces and the strategies used to overcome writer’s block through an in-depth interview method. The findings of this study identified that the participant faces three challenges dealing with writer’s block in a busy academic life. They are a physiological challenge from the writing deadline, a cognitive challenge due to the complexity of ideas organization, and a behavioral challenge related to time management. Interestingly, the findings show that the writer’s block the participant faced is not caused by a lack of motivation. It is merely due to cognitive overload in which the participant struggles with balancing multiple tasks. To cope with these challenges, the participant employs some possible strategies. These include outlining and idea documentation for constructing a writing draft, allocating time blocking for specific tasks, performing manual proofreading to maintain writing quality, and engaging in social collaboration to solve the problems dealing with writing complex issues. It is concluded that even for experts, writer’s block can potentially be prevented by building and managing good writing habits.
Aulia, V., &Yamin, M. (2026). Exploring Writer’s Block Challenges and Coping Strategies of an EFL Writing Lecturer in a Busy Academic Life . Arab World English Journal, 17(2):278-289
Adams, R.V., & Blair, E. (2019). Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance, SAGE Journals,1-11. https://doi.org/10.1177/2158244018824
Alsalihi, H.D.A. (2025). The Effect of a Blended Approach in Enhancing Paraphrasing and Summarization Skills Among EFL Female Students in Academic Writing. Arab World English Journal (AWEJ) Special Issue on CALL. 11, 177-179. https://dx.doi.org/10.24093/awej/call11.11
Al-Suwaidi, K., Alsyouf, I., Tahboub, Z., Alsaad, A., & Alsyouf, A. (2025). Integrating Fourth Industrial Revolution Technologies in Human Resource Practices: Mediating Roles of Work Flexibility, Quality of Work Life, and Distributive Fairness in Enhancing Employee Productivity. Sustainable Futures, 10, 1-14. https://doi.org/10.1016/j.sftr.2025.101150
Assaggaf, H.T. (2025). Students and Instructors’ Views on the Use of Portfolios in Teaching Writing at the Tertiary Level in Saudi Arabia. Arab World English Journal (AWEJ), 16(3), 45-49. https://dx.doi.org/10.24093/awej/vol16no3.3
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101.
Çalışkan, Y.K, Başak, F., Erdem, O., & Kudaş, İ. (2026). Beyond Block Time: a Head-to-Head Comparison of Reinforcement Learning, Genetic Algorithms, and Predict-then-Optimize Scheduling for Operating Room Workflow Using Discrete-Event Simulation. International Journal of Medical Informatics, 214, 1-8. https://doi.org/10.1016/j.ijmedinf.2026.106426
Chien, C. (2026). Evidence-Based Writing Instruction and its Impact on Taiwanese Novice Researchers’ Flow and Writing skills. Journal of Second Language Writing, 72,1-13. https://doi.org/10.1016/j.jslw.2026.101306
Chu, P.Q., Chowdhury, R., & Thu, L.T.T. (2026). Unveiling the Blended Learning Factors that Affect English as a Foreign Language Learning Students’ Writing. Computers and Education Open, 10, 1-11. https://doi.org/10.1016/j.caeo.2026.100334
Davison, I. (2024). The Effects of Completing Collaborative or Independent Writing on the Development of Language Use in Individual Writing. Journal of Second Language Writing, 65, 1-13. https://doi.org/10.1016/j.jslw.2024.101128
Dunn, M. (2021). The Challenges of Struggling Writers: Strategies that Can Help. Education Sciences, 11(795), 1-12. https://doi.org/10.3390/educsci11120795
Gupta, S., Jaiswal, A., Paramasivam, A., & Kotecha, J. (2022). Academic Writing Challenges and Supports: Perspectives of International Doctoral Students and Their Supervisors. Frontiers in Education. 7(891534), 1-11. https://doi.org/10.3389/feduc.2022.891534
Hmieleski, K.M. (2024). The Unsuccessful Self-Treatment of a Case of “Writer’s Block”: A Replication through the Lens of a Budding Entrepreneurship Scholar Concerned with Originality, Contribution, and Rigor. Journal of Business Venturing Insights, 22, 1-14. https://doi.org/10.1016/j.jbvi.2024.e00483
Hung, B.P., & Van, L.T. (2018). Depicting and Outlining as Pre-writing Strategies: Experimental Results and Learners’ Opinion. International Journal of Instruction, 11(2), 451-464. https://doi.org/10.12973/iji.2018.11231a
Javaid, M., Haleem, A., & Singh, R.P. (2023). A Study on ChatGPT for Industry 4.0: Background, Potentials, Challenges, and Eventualities. Journal of Economy and Technology, 1, 127-143. https://doi.org/10.1016/j.ject.2023.08.001
Li, M., & Wang, F. (2026). “I Thought I Knew How to Write in My Own Language …” Unveiling Vulnerability in NES University Students’ English Academic Writing Experience. Journal of English for Academic Purposes, 79, 1-11. https://doi.org/10.1016/j.jeap.2025.101618
Mendoza, L., Lindblom-Ylänne, S., Lehtonen, T., & Hyytinen, H. (2023). Understanding Master’s Thesis Writers in a Finnish EMI Context: Writing Conceptions, Apprehension About Grammar, Self-Efficacy for Thesis Writing and Thesis Grade. International Journal of Educational Development, 103, 1-11. https://doi.org/10.1016/j.ijedudev.2023.102874
Moradi, F. , Khajavy, G. H. & Golparvar,S. E. (2024). The Role of EFL Writing Self-Efficacy and Writing Strategy in Writing Performance. Language Related Research, 15(6), 405-436. https://doi.org/10.29252/LRR.15.6.13
Nurkamto, J., Prihandoko, L.A., Primasita, F.A., Putro, N.H.P.S., & Purwati, O. (2024). A PLS-SEM Analysis of the Factors Behind Writer’s Block of EFL University Students. Indonesian Journal of Applied Linguistics, 14(1), 50-63. https://doi.org/10.17509/ijal.v14i1.70234
Osman, O.H., Al Rahbi, A. H., Binayan, C., & Abuoaf, M. (2025). EFL Students’ Academic Writing Challenges at the Foundation Programme in the University of Nizwa: Challenges and Remedy. Arab World English Journal, 16(1):267-284. https://dx.doi.org/10.24093/awej/vol16no1.16
Rosa, J.P.O.D., & Genuino, C.F. (2018). Correlating Writer’s Block and ESL Learners’ Writing Quality. Indonesian Journal of Applied Linguistics, 7(3), 604-612.
Salem, A.A.M.S. (2018). Engaging ESP University Students in Flipped Classrooms for Developing Functional Writing Skills, HOTs, and Eliminating Writer’s Block. English Language Teaching, 11(12):177-198. https://doi.org/10.5539/elt.v11n12p177
Shin, I., Choung, H., & Choi, M. (2026). Bridging or broadening Gaps? AI-Assisted professional writing among native and non-native English Writers. Computers in Human Behavior, 177, 1-12. https://doi.org/10.1016/j.chb.2025.108897
Sieveke, P., Graham, S., Souvignier, E., & Busse, V. (2026). From Research to Classroom: A Mixed-methods Investigation into Implementing Evidence-based Writing Practices. Teaching and Teacher Education, 177, 1-5. https://doi.org/10.1016/j.tate.2026.105519
Song, B., & Cong, L. (2026). From affordances to learning space construction: A longitudinal study of a high-achieving Chinese EFL student’s academic writing development. Journal of Second Language Writing, 73, 1-26. https://doi.org/10.1016/j.jslw.2026.101315
Tian, Y., & Crossley, S. (2026). Linking Writing Processes to Argument Elements: Insights From Keystroke Logging in L1 and L2 Writers. Journal of Second Language Writing, 71, 1-15. https://doi.org/10.1016/j.jslw.2025.101276
Wang, X., Hussin, S., & Aziz, A.A. (2025). Investigating the Relationship Between Self-Regulated Writing Strategies and Academic Writing Performance. Arab World English Journal (AWEJ). 16(3), 345-358. https://dx.doi.org/10.24093/awej/vol16no3.21
Wette, R. (2017). Source Text Use by Undergraduate Post-Novice L2 Writers in Disciplinary Assignments: Progress and Ongoing Challenges. Journal of Second Language Writing, 37, 46-58. https://doi.org/10.1016/j.jslw.2017.05.015
Wolff, M., Johnson, J., Jones, S., Bender, H., Madeka. K., & Gahn. S. (2017). Eliminating Writer’s Block: Flipped Classroom Meets ThinkSpace. Journal of the Academy of Nutrition and Dietetics, 117(9), https://doi.org/10.1016/j.jand.2017.06.221
Xie, Z. (2026). Contributions of Working Memory Capacity and Mental Set Shifting to Second Language (English) Writing Performance. Assessing Writing, 68, https://doi.org/10.1016/j.asw.2026.101035
Yin, Y., Parpala, A., & Toom, A. (2024). International Students’ Burnout and Self-Efficacy Profiles and Their Relation to Writing Conceptions. Research in Comparative and International Education, 19(2), 175–196. https://doi.org/10.1177/17454999241232241
Yunjung (Yunie), K. (2025). A Corpus Analysis of Prepositional Phrase-Lexical Bundles in Academic Writing: L2 Writers From Indo-European and Non-Indo-European Languages. Applied Corpus Linguistics, 5, 1-9. https://doi.org/10.1016/j.acorp.2025.100128
Zhai, M. (2021). Collaborative Writing in a Chinese as a Foreign Language Classroom: Learners’ Perceptions and Motivations. Journal of Second Language Writing, 53. https://doi.org/10.1016/j.jslw.2021.100836
Zhang, J., & Zhang, L. J. (2025). Exploring the Interaction of Writer Individual Differences in Predicting L2 Students’ Writing Achievements. Learning and Instruction, 100, 1-13. https://doi.org/10.1016/j.learninstruc.2025.102214
Zheng, S., Mu, C., & Zhou, X. (2026). Fostering Critical Thinking and Argumentative Writing in EFL Learners: A Collaborative Reading-Based Creative Writing Approach. Thinking Skills and Creativity, 62, 1-15. https://doi.org/10.1016/j.tsc.2026.102243
Vivi Aulia is an English lecturer at the English Education Department, Faculty of Social and Humanities, Universitas PGRI Kalimantan, Banjarmasin, Indonesia. She has taught Paragraph Writing, Essay Writing, and Research Methodology courses. Her research interests include EFL writing and the use of AI in EFL Writing. ORCid ID: https://orcid.org/0000-0002-4336-3405
Moh. Yamin is an Associate Professor in the English Language Education Department, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia. He has taught Academic Writing and Research Methodology courses. His research interests include TEFL and Writing. ORCid ID: https://orcid.org/0000-0002-5522-762X