Exploring the Use of Epistemic and Effective Stance Strategies in the EFL Classroom: Evidence From Reflective Writing

Abstract

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.