This article investigated attitude, one of subsystem appraisal, in the English as a Foreign Language (EFL) university students’ narrative writings. Five narrative writing was selected purposefully from undergraduate students of the English Department at a local private university in Central Java. The findings demonstrate that the affect is the most dominant subsystem of attitude used in the students’ narrative writing to convey feelings and emotion of characters and events in the stories in order to make the readers involved in the stories. The prominent finding of this research implies that most students used expressions of attitudes which belong to basic English words and repetition of same words. This present research suggests English language teachers and lecturers pay more attention to the explicit teaching of attitudinal words usage in writing, especially narrative writing.

Th is study aims to describe the eff ect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. Th is study employed experimental research with a factorial design. Th e participants were Indonesian undergraduate learners majoring in an English program. Th e instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. Th e results of the study showed that hybridtask-based language teaching was eff ective for improving EFL learners' writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking aft er being taught by hybrid task-based language teaching. Th e results indicate that hybrid task-based language teaching and critical thinking have a signifi cant eff ect on EFL writing performance.

Hybrid synchronous and asynchronous language learning remains under-explored in writing class. Th e purpose of this study is to describe learners' perceptions toward hybrid synchronous and asynchronous language learning model in EFL writing. A qualitative case study was employed. Th e respondents were undergraduate learners in English major. Th e research instruments were close-response questionnaires and semi-structured interviews in the academic writing course. Findings showed that psychological and social factors were crucial in the learners' online writing. It revealed that teachers needed to provide comprehensible input, challenging group-work activity, and constructive feedback during online writing. Hybrid synchronous and asynchronous language learning enhanced writing competence, but it encountered a problem with internet connectivity. Th e study discloses that hybrid synchronous and asynchronous language learning has the potential to teach EFL writing.

College teachers are seeking innovative learning environment and teaching technologies to encourage better performance for their students. Hybrid task-based language teaching is a combination between traditional learning and online learning in terms of giving tasks which consists of pre-task, during-task, and post-task cycles. This study aims at describing how college students engage in hybrid task-based language teaching and revealing their perceptions of its implementation in EFL writing class. Twenty six undergraduate students majoring English program are employed as research participants. The instruments used were open-response questionnaires and in-depth interviews in the writing course. Data were taken from student responses of questionnaires and interviews. The data were processed through descriptive qualitative analysis, namely categorizing student writing of open-response questionnaires, transcribing interviews results, analyzing the encoded data, and drawing conclusions. The results of the study show that students are more engaged in hybrid classes assisted with a Google Classroom tool. Hybrid learning increases students' task completions and their learning motivation. However, task complexity and submission deadline hinder hybrid learning processes. Student-student and instructor-student communication through both face-to-face and online learning are correlated with higher student engagement.