Dogme approach in asynchronous discussion to enhance EFL learners’ writing achievement: A quasi-experimental study. Englisia : Journal of Language, Education, and Humanities, [S. l.], v. 12, n. 2, p. 154–169, 2025. DOI: 10.22373/ej.v12i2.28156. Disponível em: https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/28156. Acesso em: 20 aug. 2025.