STANCE TAKING

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 342 essays, the research elucidates how students articulate their perceptions of remote learning, with particular attention to variations across gender and academic performance. Adopting a convergent mixed-methods design, we analysed the same set of written compositions separately through qualitative and quantitative lenses and then merged the findings at the interpretation stage. This approach enabled us to map key discourse-stance strategies and to show how individual reflections intersect with broader educational challenges.