Direct and Indirect Effects of Academic Procrastination, Academic Emotions and Use of Smartphone on EFL Writing Competency Among Arabic Speakers

In a world in which digital distractions and emotional turmoil often eclipse academic focus, this study ventures into the intricate interplay between academic procrastination, emotional states, and smartphone usage, revealing their profound impact on the English writing competencies of Omani EFL students. Utilizing a quantitative descriptive approach, this study highlights the interconnectedness of these variables in the EFL learning process. The results indicate that while students demonstrate low levels of academic procrastination in homework submission, procrastination intensifies during exam preparation and EFL writing tasks. The emotional landscape features moderate levels of anxiety and enjoyment, along with reduced embarrassment. Notably, smartphone use for academic purposes, including translation and grammar checking, has emerged as prevalent. The study uncovers a direct negative impact of academic procrastination on EFL writing competency yet reveals no significant indirect effects of academic emotions or smartphone usage on writing skills. Interestingly, a significant direct relationship between academic procrastination, enjoyment, and smartphone use for writing was observed, suggesting a nuanced role of technology in learning. This study contributes to the understanding of the dynamic interplay between student behaviors, emotions, and technological integration in EFL education, offering insights into enhancing teaching strategies and student engagement in the learning process.