Emotional Geographies of Learning to Write: A Case Study in an Indonesian Academic Writing Course
Emotional Geographies of Learning to Write: A Case Study in an Indonesian Academic Writing Course

Summary/Abstract: While students’ writing performance is a key focus in academic writing research, limited attention has been given to the emotional experiences students face in this area. This study addresses this gap by examining the emotions associated with academic writing among postgraduate students. Using photovoice data from 12 postgraduate students aged 23 to 39, this case study employed a thematic phenomenological analysis to examine student writers’ emotional responses based on Pekrun and Stephen’s (2012) framework. The findings reveal two main themes: negative and positive emotions. Negative emotions, including anxiety, frustration, and confusion, often motivated students, ultimately fostering positive emotions such as enjoyment, hope, pride, and relief. This study highlights the role of both negative and positive emotions in academic writing, offering new insights into the challenges and emotional dynamics students encountered in this process.

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