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Journal articles on the topic 'Academic writing challenges'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Akhtar, Rubina. "The Effects of ESL Student‟s Attitude on Academic Writing Apprehensions and Academic Writing Challenges." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 5404–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020247.

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UMOH, Samuel, and Matshepo Catherine MATOANE. "Academic Writing Needs of International Psychology PhDs in a South African University." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 68, no. 2 (2023): 131–46. http://dx.doi.org/10.24193/subbpsyped.2023.2.07.

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"The paper examines the academic writing experience amongst international psychology PhD students at a South African public university. The paper also discusses the challenges of academic writing and the support structures of academic writing. Sixteen (16) international students studying at PhD level in psychology were selected by purposive sampling from a public South African university in KwaZulu-Natal. Drawing from generated by iproposalss, findings suggest that participants experienced academic writing challenges in drafting PhD proposal, supervisor’s feedback and plagiarism. Academic writ

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Omodan, Bunmi Isaiah, and Newlin Marongwe. "The role of artificial intelligence in decolonising academic writing for inclusive knowledge production." Interdisciplinary Journal of Education Research 6, s1 (2024): 1–14. http://dx.doi.org/10.38140/ijer-2024.vol6.s1.06.

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This conceptual article delves into the integration of Artificial Intelligence (AI) in academia, focusing on its potential to decolonise academic writing for inclusive knowledge production. The paper begins with an overview of decolonisation in academic discourse and introduces AI's emerging role in this field. It then reviews the literature on decolonial perspectives in academia, the challenges faced by non-native English speakers in academic writing, and previous AI research in education, highlighting gaps that necessitate a decolonial and critical approach. The theoretical framework combine

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Wijayanti, Sheirly Octaviantoro Ayu, Nur Mukminatien, and Ahmad Heki Sujiatmoko. "EFL TEACHERS’ WRITING STRATEGIES IN ACADEMIC WRITING WHILE PURSUING A MASTER’S DEGREE ABOARD." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 9, no. 1 (2025): 238–54. https://doi.org/10.30743/ll.v9i1.11202.

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The use of English for adult L2 writers encountered significant challenges in an English-mediated environment. This phenomenon is experienced by EFL teachers while pursuing a Master’s degree abroad. The necessity of challenges and the lack of writing strategies may highlight the obstacles to writing productivity. Therefore, identifying the challenges and effective writing strategies is needed to achieve the goal of writing a thesis. This study used a qualitative narrative inquiry, with in-depth interviews, and focused on 3 Indonesian participants who studied abroad. The findings showed several

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Afet, Guliyeva. "The Challenges of Teaching Academic Writing That English Teachers Face in Azerbaijan." International Journal of Social Science and Human Research 07, no. 07 (2024): 4616–20. https://doi.org/10.5281/zenodo.12663667.

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English educators in Azerbaijan have several obstacles when it comes to instructing learners in the realm of academic writing. These issues arise from the diverse levels of language competence among students, the emphasis on rote memorization rather than analytical thinking, and the restricted availability of contemporary educational materials. To overcome these disparities, it is essential to adopt a multifaceted strategy that encompasses the improvement of linguistic proficiency, the alignment of pedagogical techniques with cultural conventions, and the mitigation of limitations in resources

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Park, Seongae, and Han Gyul Kim. "Patterns and Challenges in Academic Writing of Foreign Students." Korean Association for Literacy 15, no. 2 (2024): 375–402. http://dx.doi.org/10.37736/kjlr.2024.04.15.2.13.

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This study is to analyze the academic writings of foreign students, identify is sues, and examine tasks to address and resolve them. Foreign students have progressed to the point of incorporating almost all the required content and components of academic writing. However, despite achieving this academic writing structure, critical issues need to be examined to qualitatively improve the writing. These issues remain to be addressed through classes, tutoring, and discussions. In particular, to develop the capability of a scholar, it is crucial to clearly express one's thoughts and argue coherentl

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DeLyser, Dydia. "“Writing's intimate spatialities: Drawing ourselves to our writing in self-caring practices of love”." Environment and Planning A: Economy and Space 54, no. 2 (2021): 405–12. http://dx.doi.org/10.1177/0308518x211068496.

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This Commentary outlines four conceptual-spatial challenges of academic writing, and suggests an approach to navigating them. Academic writing, as feminist economic geographers argue, is underpinned by difference: emerging from and produced through different positionalities, differing access to stable employment and material, temporal and spatial resources, all set within structures of power and inequity—significant among them the neoliberal university. At the same time, for academics writing demands space in our lives: temporally, locationally, conceptually, and emotionally. Because these spa

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AlMarwani, Manal. "Academic Writing: Challenges and Potential Solutions." Arab World English Journal 6 (July 15, 2020): 114–21. http://dx.doi.org/10.24093/awej/call6.8.

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Petrova, E. Y. "TEACHING ACADEMIC WRITING: CHALLENGES AND SOLUTIONS." Belgorod State University Scientific bulletin. Series Humanities 37, no. 1 (2018): 131–41. http://dx.doi.org/10.18413/2075-4574-2018-37-1-131-141.

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Bobur, Shakirov. "ACADEMIC WRITING CHALLENGES FOR ESL LEARNERS." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 10 (2023): 276–80. https://doi.org/10.5281/zenodo.8418006.

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The aim of this study is to explore some of the difficulties and challenges that ESL learners experience in academic writing. The study seeks to answer the research question, “What challenges do ESL learners encounter in Academic writing?”, ”What factors can make learners experience challenges?” and “How to deal with these Academic writing challenges?”. The goal is to analyze the data collected from a variety of articles regarding the topic, find relevant references or contradictory viewpoints and come to valid conclusions

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Turunen, Tuija A., Raimo Kaasila, and Anneli Lauriala. "ESTABLISHING A COOPERATIVE WRITING GROUP AMONG TEACHER EDUCATORS: POSSIBILITIES AND CHALLENGES." Problems of Education in the 21st Century 43, no. 1 (2012): 119–30. http://dx.doi.org/10.33225/pec/12.43.119.

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Getting published has become important in academia and also among teacher educators. The purpose of this paper is to investigate potential benefits and challenges when establishing an academic writing group among Finnish teacher educators. The three authors of this paper applied an autoethnographic approach to study the starting points of the writing group. In the group, mentoring and social support were used to share experiences and knowledge about academic writing. Relationships and contributions from all participants were emphasised. Each member was considered equal to the other members. Th

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Loida, V. Amarga, and A. Quirap Erlinda. "Challenges and Attitude in Academic Writing: Basis for an Intervention Plan." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 06 (2024): 2511–26. https://doi.org/10.5281/zenodo.12526184.

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Writing is an indispensable means of communication that facilitates expression and creativity. This study sought to ascertain the students’ demographic profile, evaluate the extent of writing challenges and attitudes toward writing, identify any significant relationships between the three variables, and identify the demographic profile that influences the students' attitude toward writing either independently or in association. The respondents were the one hundred fifty (150) Grade 11 Senior High School students from the Southwest II District Division of Cagayan de Oro City for the Schoo

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Rosida, Hilda, and Istiqomah Istiqomah. "The Challenges in English Academic Writing at The Students of The Faculty of Dakwah at The State Islamic University of Sultan Maulana Hasanuddin Banten." Indo-MathEdu Intellectuals Journal 5, no. 5 (2024): 5422–41. http://dx.doi.org/10.54373/imeij.v5i5.1785.

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The prevalence of grammatical and punctuation errors is a significant challenge for ESL learners, particularly in their efforts to produce fluent academic English. Students often face challenges when assigned to write scientific papers. They often lack the understanding of the methodologies and protocols required for effective and accurate academic writing. The aim of this study is to investigate the constraints faced in academic writing in the English and to explain the approach used by students to navigate the challenges associated with academic writing in the English. This qualitative inves

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Sabreena Ahmed. "Bangladeshi Students’ Challenges of English Academic Writing in an International University." TESOL Bangladesh Journal (TBJ) 1, no. 1 (2024): 103–26. http://dx.doi.org/10.69907/tbj.v1i1.64.

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At present, many Bangladeshi students go abroad to pursue their undergraduate and postgraduate studies. However, most often, it is seen that they have a difficult time in understanding the rules of academic writing in the new institution. This qualitative multiple case study explores challenges related to writing assignments faced by 11 Bangladeshi students from Madrasah, Bengali and English medium schools studying at an international research university International Islamic University, Malaysia. A qualitative thematic analysis of the students’ semi-structured interviews revealed that the stu

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Jafar, Asgari Arani. "Academic insight on application and challenges of software to develop educational medical english writing." International Journal of Informatics and Communication Technology (IJ-ICT) 9, no. 2 (2020): 140–50. https://doi.org/10.11591/ijict.v9i2.pp140-150.

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This research has thrown up many questions in need of further investigation.There was an expressive quantitative-qualitative research, which a common investigation form was used in.The dialogue item was also applied to discover if the contributors asserted the media-based attitude supplements their learning of academic English writing classes or not.Data recounted academic” insights toward using Skype as a sustaining implement for lessons releasing based on chosen variables: their occupation, year of education, and knowledge with Skype discovered that there were no important statistical

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Hairul. "Writing effectively for English academic essays: an exploration of tertiary students’ challenges." Erudita: Journal of English Language Teaching 3, no. 1 (2023): 57–67. http://dx.doi.org/10.28918/erudita.v3i1.6993.

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This study explores EFL students’ challenges in writing an academic essay in their academic writing class. The participants of the study were ten EFL students, especially students from Bengkayang Regency, West Kalimantan, in the Academic Writing classes at the English Language Education Program, a private university in the academic year of 2020-2021. A semi-structured interview was used as the instrument of data collection to achieve the research goal. The data analysis indicated that the writing challenges were mainly related to developing writing ideas, writing sentences with correct grammar

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Jimenez, Michelle Mae D., Lea Jean M. Comison, Beverly B. Dionio, Analyn S. Clarin, and Juby H. Vallejo. "Challenges Encountered by College Students in Academic Writing." International Journal of Research and Innovation in Social Science VIII, no. III (2024): 1440–51. http://dx.doi.org/10.47772/ijriss.2024.803106.

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Academic writing is a formal writing used by the students in the academic setting. This study explored the challenges encountered by college students in academic writing in one of the schools in Ozamiz City, Misamis Occidental. This study utilized the qualitative approach using phenomenological design. The study participants included 15 students enrolled for the academic year 2022-2023, English majors for the second semester, and were selected through purposive sampling. The researcher used a researcher-made semi-structured interview guide to elicit data from the participants using Moustakas’

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Dr. Syeda Naureen Mumtaz. "ACADEMIC WRITING CHALLENGES OF FOREIGN LANGUAGE LEARNERS IN PAKISTAN." Journal of Arts & Social Sciences (JASS) 8, no. 2 (2021): 97–103. http://dx.doi.org/10.46662/jass.v8i2.181.

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This descriptive qualitative research sought to explore as what would be the best writing approach adopted to teach academic writing skill to the undergraduate university students to identify and minimize the identified problems. The aim of the study was to strengthen the academic writing skill of university students. For this purpose, thirty undergraduate students were selected and involved in focus group discussions to highlight the problematic area in the field of academic writing. Thematic analysis helped to understand the problems faced by the students and suggestions were made on the bas

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Arani, Jafar Asgari. "Academic insight on application and challenges of software to develop educational medical english writing." International Journal of Informatics and Communication Technology (IJ-ICT) 9, no. 2 (2020): 140. http://dx.doi.org/10.11591/ijict.v9i2.pp140-150.

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This research has thrown up many questions in need of further investigation.There was an expressive quantitative-qualitative research, which a common investigation form was used in.The dialogue item was also applied to discover if the contributors asserted the media-based attitude supplements their learning of academic English writing classes or not.Data recounted academic” insights toward using Skype as a sustaining implement for lessons releasing based on chosen variables: their occupation, year of education, and knowledge with Skype discovered that there were no important statistical differ

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20

Boelsbjerg, Hanne Bess, and Lina Katan. "Teaching and Writing (as) Academic Activism." Contention 10, no. 1 (2022): 81–98. http://dx.doi.org/10.3167/cont.2022.100107.

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Employing subjective experiences in academia obviously questions central academic concepts such as objectivity and value-neutrality. The article challenges these taken for granted values by reflecting on the experience of producing and disseminating scientific knowledge with personal engagement. In a dialogical style, the article argues for the relevance of “academic activism” which draws on subjective experiences as incorporated in the process of knowledge-making. Regarding both writing this article and teaching the course “Researching Social Change” the authors exemplify how scholars can pra

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Suzanna, Senny. "ACADEMIC WRITING 2.0: STUDENTS’ PERCEPTIONS ON ACADEMIC WRITING WITH BLENDED LEARNING MODE." Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage, Volume 10 No. 1 June 2024 (June 28, 2024): 40–51. http://dx.doi.org/10.23969/sampurasun.v10i1.13810.

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This research explores students' perceptions of implementing a Blended Learning model in an academic writing course to address challenges in foreign language academic writing. 40 respondents participated, and mixed-methods, including WEBLEI Survey and Case Study 2.0 frameworks, were employed. Data collection involved tests, surveys, asynchronous interviews, and Focus Group Discussions. Statistical analysis indicated positive student attitudes, with mean scores for Interaction, Access, Response, and Result on the WEBLEI Scale being 3.85, 4.12, 4.07, and 4.10, respectively. Results suggest that

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Khati, Ashok Raj. "Academic Writing Challenges and Encouragements: Perspectives of University Teachers in Far Western University." Far Western Review 2, no. 1 (2024): 42–56. http://dx.doi.org/10.3126/fwr.v2i1.70497.

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While academic writing skills constitute a central place in master’s level courses at universities, institutional support for students has often been lacking. As a result, students face challenges in producing scholarly writing. In this study, I attempted to explore the academic writing challenges and encouragements to enhancing academic writing of master’s level students from the perspectives of university teachers at Far Western University of Nepal. This is a qualitative study. The data were collected through semi-structured interviews. Five university teachers from three different disciplin

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Giraldo, Frank. "An English for Research Publication Purposes Course: Gains, Challenges, and Perceptions." GiST Education and Learning Research Journal 18 (June 21, 2019): 198–219. http://dx.doi.org/10.26817/16925777.454.

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Academic writing for scholars wanting to publish in English has gained considerable research attention in academic writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth interview, and a teacher-researcher’s journal were used for data collection. The findings emphasize gains emerging from genre-based pedagogy as a holistic approach to academic writing and usefulness of teaching strategies for writing. The study repo

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Rahman, Muhammad Arinal. "Gender Bias in Academic Writing: Challenges and Equity Strategies." Muadalah 12, no. 1 (2024): 15–26. http://dx.doi.org/10.18592/muadalah.v12i1.12543.

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This review synthesizes existing research on the intricate relationship between gender and academic writing, exploring gendered writing styles, perceptions of writing quality, representation in academic publishing, intersectionality with other social identities, and interventions to promote gender equity. Findings reveal nuanced variations in writing practices, with female scholars tending toward more tentative styles and male scholars favoring assertive approaches. Evaluation biases persist, perpetuating gender stereotypes that impact grading and recognition. Structural inequities manifest in

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Xu, Ting, and Nurul Farhana Jumaat. "ChatGPT-Empowered Writing Strategies in EFL Students’ Academic Writing: Calibre, Challenges and Chances." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 15 (2024): 95–114. http://dx.doi.org/10.3991/ijim.v18i15.49219.

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ChatGPT’s remarkable ability to produce academic texts has generated significant interest in educational and academic circles. This study provides a specific overview of ChatGPT’s current usage and explores its potential applications, limitations, and implications in English academic writing for EFL students, who often face challenges in language proficiency, content organization, and critical thinking. Using a mixed-methods research approach, this study employed a CSE-based questionnaire and focus group interviews to investigate how ChatGPT can empower academic writing strategies (WS) and how

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Fung, Lan Yong, Tan Norizan, Albert Feona, and Chuah Florence. "Academic Writing among Students Who Are Gifted: Issues, Challenges, and Recommendations." International Journal of Novel Research in Education and Learning 11, no. 5 (2024): 88–99. https://doi.org/10.5281/zenodo.14006384.

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<strong>Abstract:</strong><em> </em>The purpose of this paper is to examine the issues and challenges related to academic writing among students who are gifted in Malaysia.  The methodology involves downloading and analyzing research papers via Google Scholar, ERIC, Academia, ResearchGate, and other websites.  Secondary findings indicate that the gifted often experience various writing impediments.  First, they may experience a blocked writing gate whereby they display excellent oral skills, but are unable to write their ideas on paper.  Second, a mismatch between their mot

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Hariyanti, Yuni, Junita Duwi Purwandari, and Satima Rotjanawongchai. "Challenges Faced and Factors Affecting Improvement: First-Year Undergraduate Students’ Perceptions of Academic Writing." Jurnal Konatif: Jurnal Ilmiah Pendidikan 3, no. 1 (2025): 34–47. https://doi.org/10.62203/jkjip.v3i1.65.

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Academic writing is one of the required courses that first-year students must undertake. It can be particularly challenging, considering the students might have never taken such a course in high school. This study sought to understand students’ familiarity with academic writing and determine the factors affecting undergraduate students’ academic writing improvement. This descriptive study used multi methods combining quantitative and qualitative, employing both closed and open-ended questionnaires as the main data source. The participants were 129 first-year undergraduate students majoring in

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Ovilia, Ririn, Ainul Addinna, and Rifky Oktoviandry. "STUDENTS’ PARAPHRASING ABILITY IN ACADEMIC WRITING; TECHNIQUES AND CHALLENGES." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 23, no. 2 (2022): 141. http://dx.doi.org/10.24036/komposisi.v23i2.119456.

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In higher education, the demand of research publication is steadily growing. Due to this fact, the skills to write academic paper must be improved as well. One of the foremost skills required in writing academic paper is paraphrasing. This qualitative study investigates the most frequents paraphrasing techniques used by students and their challenges during the paraphrasing process. Thirty students enrolled in Academic Writing class participated in this research. The participants were required to do paraphrasing task, and 8 selected students (4 more proficient students and 4 less proficient stu

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Shakirov, Bobirjon Muminjon o'g'li. "ACADEMIC PLAGIARISM IS A PROBLEM IN HIGHER EDUCATION." SCHOLAR 1, no. 27 (2023): 20–23. https://doi.org/10.5281/zenodo.8428446.

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<em>The aim of this study is to explore some of the difficulties and challenges that ESL learners experience in academic writing. The study seeks to answer the research question, “What challenges do ESL learners encounter in Academic writing?”, ”What factors can expose learners to plagiarism?” and “How to deal with these Academic writing problems related to plagiarism?”. The goal is to analyze the data collected from a variety of articles regarding the topic, find relevant references or contradictory viewpoints and come to valid conclusions.  </em>

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SEMENIUK ZUMRUTDAL, Iryna. "Challenges in English academic writing: on-line course." Humanities science current issues 3, no. 42 (2021): 140–43. http://dx.doi.org/10.24919/2308-4863/42-3-24.

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Fernsten, Linda A., and Mary Reda. "Helping students meet the challenges of academic writing." Teaching in Higher Education 16, no. 2 (2011): 171–82. http://dx.doi.org/10.1080/13562517.2010.507306.

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Khawa, Dewi, and Zulfi Zumala Dwi Andriani. "NAVIGATING ACADEMIC WRITING CHALLENGES IN ISLAMIC HIGHER EDUCATION." Jurnal Bahasa Lingua Scientia 16, no. 2 (2024): 343–61. https://doi.org/10.21274/ls.2024.16.2.343-361.

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This study delves into the challenges faced by English Language Education program students in Islamic higher education institutions, focusing on IAIDA and UNUJA. Employing a qualitative case study methodology, the research investigates the factors influencing academic writing skills among final-semester students. Findings reveal intricate challenges, including time management issues due to boarding school commitments, limited technology access, and difficulties in understanding research methodology. Challenges in finding and managing references, alongside the impact of supervisors and external

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Zhang, Yihua, Hiroyuki Eto, and Jianlei Cui. "Linguistic challenges of writing papers in English for scholarly publication: Perceptions of Chinese academics in science and engineering." PLOS One 20, no. 5 (2025): e0324760. https://doi.org/10.1371/journal.pone.0324760.

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This study investigates the linguistic challenges encountered by Chinese academics in science and engineering when writing for English-language scholarly publications. Employing a mixed-methods approach, the research draws on survey responses from 732 participants and insights from semi-structured interviews with 13 interviewees. Sentence construction emerged as the most significant challenge, followed by issues with vocabulary selection, cohesive devices, coherence, and grammar, with notable variation across academic ranks. Common strategies to address these challenges include utilizing onlin

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Nasim, Nadira, and Tahseen Raana. "Exploring Student’s Perception and Experiences of Challenges in Academic Writing: A Qualitative Study." Middle East Journal of Applied Science & Technology 07, no. 03 (2024): 56–64. http://dx.doi.org/10.46431/mejast.2024.7306.

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Academic writing is a critical skill for nursing students, essential for effective communication, critical thinking, and evidence-based practice in healthcare settings. With advancements in healthcare technology and the increasing emphasis on evidence-based practice, nursing students must develop strong academic writing skills to navigate the complexities of healthcare documentation and contribute to the evolving body of nursing knowledge. However, little is known about the specific challenges faced by nursing students in this domain. Through semi-structured interviews and thematic analysis, t

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Hassan Osman, Osman, Ahmed Hamed Al Rahbi, Catherine Binayan, and Mahmoud Abuoaf. "EFL Students’ Academic Writing Challenges at the Foundation Programme in the University of Nizwa: Challenges and Remedy." Arab World English Journal 16, no. 1 (2025): 267–84. https://doi.org/10.24093/awej/vol16no1.16.

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Many teachers and educationalists in the EFL Context are currently focusing on students’ academic writing challenges. This study aims to explore how do collaborative learning and teaching strategies influence academic writing performance among foundation program students and to find out the types and causes of these challenges, identify why students make such errors and determine strategies to minimize or mitigate them. Moreover, to explore how The study was conducted in the spring 2023 in the Foundation Programme at the University of Nizwa in the Sultanate of Oman. The researchers collected 2

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Nawangsih, Nawangsih, Nunung Fajaryani, and Mukhlash Abrar. "Navigating Academic Writing: EFL Students Teachers’ Challenges and Solutions." Edukasi: Jurnal Pendidikan dan Pengajaran 11, no. 02 (2024): 6–22. https://doi.org/10.19109/6gkfyw37.

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At the university level, mastering academic writing skills is a significant concern for students. However, in EFL contexts, academic writing is considered a challenging skill. The purposes of this research were to investigate challenges faced by EFL student teachers and how they overcome those challenges. The theoretical framework of cultural capital was used to guide the research. The research employed qualitative research design with a case study approach. Purposive sampling was used to select the participants. There were 8 participants voluntarily agreed to participate in this research. In

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Rahmat, Noor Hanim. "Team Writing Using Colour: An Intervention to Academic Writing." Malaysian Journal of Social Sciences and Humanities (MJSSH) 10, no. 3 (2025): e003318. https://doi.org/10.47405/mjssh.v10i3.3318.

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Academic writing is considered as a dificult task for many writers. Even instructors who teach the course may or may not be comfortable writing an academic paper voluntarily. Among some of the challenges are teaching and non-teaching responsibilities. In addition to that some may not have the confidence due to lack of experience. Measures must be taken to encourage academicians to write academic papers amidst the challenges. This study investigated the perception of lecturers on the implementation of the intervention program. 31 academicians from a public institution participated in this inter

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Gerova, Gergana, and Irina Ivanova. "University students and instructors’ perceptions of challenges in academic writing." Lyuboslovie 23 (December 10, 2023): 36–55. http://dx.doi.org/10.46687/wmgb7773.

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Academic writing in courses taught in English is one of the areas which pose challenges for university students. Due to a lack of consistent practices in teaching writing in secondary education, school graduates encounter serious difficulties in their transition to academic discourse and writing in English required for some disciplines. The article discusses students’ attitudes and perceived challenges in writing, and reveals discrepancies between students and instructors’ perspectives. The discussion is mapped against the widely researched area of challenges in academic writing, and is based

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Wangchuk, Nima. "ACADEMIC WRITING: CHALLENGES AND WAYFORWARD A PERSPECTIVE FROM UNDERGRADUATE STUDENTS." Journal of English Language and Literature 10, no. 02 (2023): 16–26. http://dx.doi.org/10.54513/joell.2023.10202.

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Student perceptions of what constitutes good academic writing (AW) in higher education often differ. This is reflected in written assignments, which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in Gedu College of Business Studies, (GCBS) Royal University of Bhutan. (RUB). This paper reports the findings generated using unmoderated focus groups of second-year students and third-year students of Bachelor of Business Administration (BBA) & Bachelor of Commerce (B

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Ead, Hamed A., Heba Fahmy, and Abdallah Elbadry. "Academic writing challenges faced by chemistry doctoral students: A self-study informed by three writing theories." International Journal of Education and Learning 5, no. 2 (2023): 113–23. http://dx.doi.org/10.31763/ijele.v5i2.1248.

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This research investigated the challenges faced by chemistry Ph.D. candidates writing in English as a second language. Drawing from Second Language Writing, Genre Theory, and Academic Writing Instruction and Support, we investigated the linguistic, cultural, and disciplinary factors that might affect these students' writing development. Nineteen doctoral students participated in the study, which relied on a self-study methodology. Attitudes towards writing, idea generation, revision, criticism, cooperation, and writing process awareness were only some topics covered in a seven-part online surv

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Khudhur Mir Hamad, Nawzad. "Investigating Academic Writing Challenges of Bachelor of Science Students in Soran University." Twejer 7, no. 4 (2025): 458–83. https://doi.org/10.31918/twejer.2574.16.

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This study explores the challenges of academic writing proficiency among Bachelor of Science students at Soran University, focusing on those students who use English for Academic Purposes (EAP). Given the pivotal role of English in global academic communication and observed difficulties faced by non-English major students in Science Departments, this research aims to identify specific linguistic, pedagogical, and cultural factors undermining academic writing skills. Employing a phenomenological research design, the study investigates the lived experiences of students and lecturers to understan

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Kotamjani, Sedigheh Shakib, Arshad Abd Samad, and Mehrnaz Fahimirad. "International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities." International Journal of Applied Linguistics and English Literature 7, no. 7 (2018): 191. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.191.

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The purpose of this study is to investigate international postgraduate students’ perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students’ perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in language-related problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing prope

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Alhasani, Mirela Dubali. "Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers." Journal of Educational Issues 1, no. 2 (2015): 117. http://dx.doi.org/10.5296/jei.v1i2.8464.

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<p>Since 2004 Albanian academics have been making efforts to establish the best Western practices of academic writing associated with critical thinking and writing skills for university students. In this article, I will shed light upon the special challenges and peculiarities the establishment of Academic Writing discipline has encountered in Albania over the years of educational transformation in the broad framework of democratic political transition. I argue that the socio-political indoctrination of the society during five decades of communist dictatorship has delayed the cultivation

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Edo-Marzá, Nuria. "Academic writing and publishing." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (2021): 83–118. http://dx.doi.org/10.1075/resla.18037.edo.

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Abstract Among the challenges facing scholars at university today, producing quantity and quality publications with the highest possible impact is probably perceived by most of them as the greatest. This pressure places scholars before the well-known “publish or perish” dilemma, which each academic may perceive, confront and approach differently. This study aims to disclose and depict the reality behind the hand that writes, in particular, the attitudes, practices and perceptions of Spanish English-linguistics scholars in Spanish public universities regarding academic life and the creation and

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Phothongsunan, Sureepong. "Thai University Academics’ Challenges of Writing for Publication in English." Theory and Practice in Language Studies 6, no. 4 (2016): 681. http://dx.doi.org/10.17507/tpls.0604.04.

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This study examines challenges faced by Thai university lecturers with regards to publishing their academic works in English. 18 academics from two university settings in Thailand were involved in this investigation. The interviews were used to understand the lecturers’ perceptions of the issues in writing for scholarly publication in the English language. Particularly, the aim of the research sought to discover what hindrances Thai university academics experienced and how they handled them. In addition, their needs for successful publishing were explored. The findings revealed three salient e

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Rachmawati, Dwita Laksmita, and Dian Fadhilawati. "Exploring the Challenges Faced by ESP Students in Writing Academic Essay." JETLEE : Journal of English Language Teaching, Linguistics, and Literature 4, no. 2 (2024): 190–206. https://doi.org/10.47766/jetlee.v4i2.2962.

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Academic writing plays a fundamental role in both school and university settings, serving as a primary means of communication and assessment across disciplines. This research employed a qualitative approach to investigate the challenges encountered by ESP students, particularly economics students in composing English academic essays. This research was conducted in East Java, Indonesia. The qualitative component involved the documentation, semi-structured interview, and analysis of students' English essays to ascertain these obstacles and semi structured interview. There are 10 second-semester

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Yuan, Ye, Huan Li, and Anan Sawaengdist. "The impact of ChatGPT on learners in English academic writing: opportunities and challenges in education." Language Learning in Higher Education 14, no. 1 (2024): 41–56. http://dx.doi.org/10.1515/cercles-2023-0006.

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Abstract This study attempts to explore the impact of ChatGPT on EFL learners’ English writing and how this benefits from it. The three research objectives are to explore the reasons why EFL learners choose to use ChatGPT for their academic English writing, to examine how it affects EFL learners’ academic English writing and define the challenges and opportunities for EFL learners using ChatGPT as an academic English writing tool. This study employed semi-structured and open-ended interviews to collect qualitative data. By thematic analysis, we found that EFL learners use ChatGPT for their aca

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Fedoriv, Yaroslava. "Challenges In Ai-Assisted Academic Writing: A Case Study." Innovations in Language Teaching Journal 1, no. 1 (2024): 35–50. https://doi.org/10.53463/innovltej.20240284.

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Artificial Intelligence (AI) has become a widespread tool in various academic fields, offering capabilities that range from machine translation to automated content generation. However, the application of AI in composing academic papers is subjected to inaccuracies, particularly in adhering to the conventional demands of academic writing. Based on a case study methodology, this article examines the limitations of AI in the following key areas: following the conventional rhetorical moves for composing an academic paper, providing accurate citations, arranging references in formats other than AP

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Li, Liying. "Challenges, Causes and Solutions in the Process of Writing English Academic Papers for English Postgraduates." Journal of Education and Educational Research 3, no. 2 (2023): 211–14. http://dx.doi.org/10.54097/jeer.v3i2.9306.

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Writing academic papers in English is essential for English postgraduates. However, ESL/EFL learners face many challenges and difficulties in academic writing. The purpose of this thesis is to explore the challenges, causes, and solutions. This study interviews six English major Chinese postgraduates. And the interviews are recorded and then transcribed into data. It has been discovered that English postgraduates would face a variety of challenges including language and academic issues. It concludes that students, teachers, and the universities should work together to assist postgraduates in o

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S, Harshalatha, and Yadamala Sreenivasulu. "Exploring Academic Writing Needs and Challenges Experienced by ESL Learners: A Literature Review." World Journal of English Language 14, no. 3 (2024): 406. http://dx.doi.org/10.5430/wjel.v14n3p406.

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The review paper aims to identify the challenges and academic writing needs faced by the students, specifically in English as a Second Language (ESL) contexts. The paper systematically reviews, analyzes, and summarizes relevant studies, categorizing the identified challenges and demands of students in academic writing. The central finding is that students often struggle with academic writing due to a lack of enthusiasm and insufficient practice in this skill. The paper emphasizes the formal writing style, scholarly voice, and intellectual values inherent in academic writing. The study employs

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