From Words to Worries: Understanding Academic Writing Problems of University Students

Abstract

Through this qualitative study the researchers investigated the causes of academic writing problems that undergraduate students at Shah Abdul Latif University Ghotki campus face. The research question in this regard was: What are the causes of the problems that affect students’ academic writing? The sample of the study included 20 undergraduate students from the mentioned locale. The data was collected through focus groups and analyzed using thematic analysis informed by Flower and Hayes’ (1981) cognitive process model of writing. Through analysis, it was found that the key causes included: lack of reading interest, low motivation, outdated teaching methodologies, insufficient feedback, limited practice and overreliance on memorization. These factors were responsible for disrupting planning, translating and reviewing stages resulting in writing deficits. Ultimately, idea generation, coherence, cohesion, and grammar proficiency of the students were affected because of these factors. The findings of the study suggest that there is a need for pedagogical reform and enhancement of EFL writing instruction. Future research studies could explore intervention strategies in diverse contexts.

Keywords: Academic Writing Problems, Causes, Thematic Analysis, EFL, Cognitive Process Model