Cracking the Code of Academic Writing: Student Insights on Academic Writing Hurdles & Breakthroughs

Abstract

The objective of this study is to analyse and compare students’ challenges and solutions in academic writing within the Professional Writing course. A case study approach was employed, with academic writing hurdles serving as the independent variable and student learning progress as the dependent variable. Data were collected using a mixed-method questionnaire and interviews. The participants included twenty-eight undergraduate students from the English Education Department. Findings indicate that the null hypothesis is rejected, demonstrating a significant impact of academic writing challenges on students’ learning progress. Eleven major challenges were identified, including difficulties with cohesion, coherence, grammar, and various stages of the writing process. To address these issues, students adopted multiple strategies, such as seeking support from peers and lecturers, using digital tools like Grammarly, reading academic references, and watching instructional videos. The study suggests prioritizing coherence and cohesion training, digital tool integration, and peer collaboration in academic writing instruction. These insights can help educators develop more effective strategies to support student success in academic writing.