Exploring Factors Influencing Students' Challenges in Academic Writing: A Qualitative Analysis Based on Student Perspectives

Abstract

Writing proficiency poses significant challenges for learners of English as a Second Language (ESL) or English Foreign Language (EFL), particularly at the tertiary level where academic essay writing is a requirement. This study delves into the factors contributing to students' difficulties in an Academic Writing course, as perceived by the students themselves. Employing qualitative methods, including open-ended questionnaires and interviews, data were collected from 25 students enrolled in an Academic Writing class for repeaters in the English Language Education Program at a university in Hanoi. Thematic analysis of the responses revealed two main categories of factors influencing students' writing challenges: internal and external. Internal factors encompassed issues such as self-motivation, self-confidence, lack of knowledge, and feelings of pressure, while external factors included the teaching style of instructors, classroom environment, instructional materials, and various aspects of the writing process. The findings of this research aim to assist educators in developing effective teaching strategies for Academic Writing courses, with the goal of alleviating students' difficulties and enhancing their writing proficiency.