Abstract
This paper explored postgraduate TESOL (Teaching English to Speakers of Other Languages) students’ perspectives on academic writing challenges and their practices to overcome them. The study is triggered by identified needs in literature and the empirical needs of postgraduate TESOL students in the study context. In-depth semi-structured focus group interviews were used to collect the data. The data analysis revealed that the difficulties they encounter are mainly filled into one of the following categories: language skills, academic writing skills, and source managing skills. At the same time, the study probed an intervention trial of using Google Classroom. Having explored students’ perceptions regarding the use of Google Classroom and its effect on their academic writing revealed the growing understanding of digital tools' impact on encouraging independent learning and critical awareness that contribute to the enhancement of academic writing. However, with the advancements in technology, students seek support from online resources, but they still think that feedback from lecturers and supervisors is a crucial source of support; therefore, scaffold-ed feedback is recommended.
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