Silent Struggles after Sundown: Investigating the Academic Literacy Challenges of Night Class Students In English Language Education

Hanif Wira  Hestiningrum; Wahyu  Kurniawan; Lubna iasya; Yuli Mahmudah Sentana; Nesa Riska Pangesti

doi:10.36456/r0r4x531

Authors

Hanif Wira Hestiningrum Universitas PGRI Adi Buana Surabaya
Wahyu Kurniawan Universitas PGRI Adi Buana Surabaya
Lubna iasya Universitas PGRI Adi Buana Surabaya
Yuli Mahmudah Sentana Universitas Halu Oleo
Nesa Riska Pangesti Universitas Negeri Padang

DOI:

https://doi.org/10.36456/r0r4x531

Keywords:

Academic Literacy, Academic Reading, Academic Writing, Cognitive Fatigue

Abstract

This study explores the academic literacy challenges faced by night class students in English Language Education who also work full-time. Using a qualitative narrative inquiry approach, five students from Universitas PGRI Adi Buana Surabaya shared their experiences navigating English academic reading and writing under the pressure of limited time, cognitive fatigue, and minimal institutional support. The findings reveal that these learners often struggle to comprehend complex texts and structure academic writing, not due to a lack of motivation, but because of structural and emotional constraints. Many rely on coping strategies such as digital tools or peer support, though these are often insufficient for deep learning. The study highlights that current academic systems are not fully responsive to the realities of non-traditional learners. It recommends inclusive literacy support such as flexible feedback mechanisms, evening-based writing clinics, and integrated instruction. This research calls for a shift toward more equitable and empathetic approaches in English language education

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