%0 Journal Article
%@ 2411-7390
%A Adaninggar Septi Subekti
%D 2023
%F katalog:9090
%I National Research University Higher School of Economics, Russia
%J Journal of Language and Education
%K English as Foreign Language (EFL), academic procrastination, attitudes toward cheating,  absenteeism, second/foreign (L2) achievement
%N 1
%P 129-138
%T INDONESIAN UNIVERSITY LEARNERS’  ACADEMIC PROCRASTINATION: INTERACTIONS  WITH ATTITUDES TOWARD CHEATING,  ABSENTEEISM, AND L2 ACHIEVEMENT
%U https://katalog.ukdw.ac.id/9090/
%V 9
%X Background. Many studies suggested that academic procrastination is particularly prevalent  among learners at the university level. Despite that, empirical data on the interactions  between academic procrastination and, respectively, learners’ attitudes towards cheating  (AtC), absenteeism, and learning achievement, are either generally inconclusive or non-existent,  especially in the English as Foreign Language (EFL) literature. Hence, it could be worthwhile to  conduct a study contemplating these issues in the Indonesian EFL context, home to one of the  largest EFL learners in the world.  Purpose. The present study was conducted to investigate the academic procrastination of  Indonesian EFL learners at university level and the interactions of these learners’ procrastination  with their AtC, absenteeism, and second/foreign language (L2) achievement.  Method. The study employed an online survey method and 164 learners from non-English  departments participated in this study.  Results. Through descriptive statistics, it was found that the participants reported a  moderate level of procrastination in English class. Furthermore, this study found that learners’  procrastination significantly and positively correlated with their AtC and absenteeism. This  indicated the more learners procrastinated, the higher their approval toward cheating  behaviours and the more likely they were absent in the English class. The predictive power of  learners’ procrastination was at 16.4% on AtC and at 8.3% on absenteeism. Moreover, the study  also found a significant, negative, and moderate relationship between learners’ procrastination  and their L2 achievement with learners’ procrastination being able to predict 16.5% of the total  variance in L2 achievement.