NAVIGATING ACADEMIC WRITING SHOCK IN ARU EFL CLASSROMS

Abstract

The transition from secondary education to university-level academic writing presents a significant cognitive and emotional hurdle for English as a Foreign Language (EFL) students, particularly in rural and archipelagic contexts such as Kabupaten Kepulauan Aru. This qualitative case study investigates the phenomenon of "academic writing shock" experienced by 13 first-year English Education students at PSDKU Aru, Pattimura University. Through semi-structured interviews, this research explores students' perceptions of their initial encounters with scholarly writing expectations, the specific linguistic and psychological challenges they face, and the instructional techniques they perceive as most supportive. Thematic analysis reveals that students experience profound disorientation stemming from a lack of prior genre exposure, limited academic vocabulary, and heightened writing anxiety exacerbated by geographical and sociocultural isolation. The findings underscore the necessity for explicit genre-based scaffolding and the integration of local literacy practices to bridge the gap between high school English and university-level academic discourse in the Aru Islands.