The Struggle to Write: Understanding and Overcoming Academic Writing Challenges in Higher Education

Ni Made Sindi Pratiwi

doi:10.47134/jpbi.v3i2.2391

Authors

Ni Made Sindi Pratiwi UHN I Gusti Bagus Sugriwa Denpasar

DOI:

https://doi.org/10.47134/jpbi.v3i2.2391

Keywords:

Academic Writing, Writing Challenges, EFL Learners, Higher Education

Abstract

Academic writing is a fundamental competency in higher education; however, many university students, particularly those learning English as a Foreign Language (EFL), continue to experience persistent difficulties in mastering this skill. Despite the growing body of research on academic writing challenges, limited attention has been given to students’ perceptions of institutional and instructional support in Indonesian higher education contexts. This study aims to explore the main challenges faced by undergraduate students in academic writing and to examine how they perceive the support provided by lecturers, peers, and academic resources. Employing a qualitative descriptive research design, data were collected through a structured questionnaire administered to 30 undergraduate students from the English Language Education Department at UHN I Gusti Bagus Sugriwa Denpasar. The questionnaire addressed linguistic challenges, writing strategies, affective factors, and perceived academic support. The data were analyzed descriptively using SPSS to identify dominant patterns and tendencies. The findings indicate that students commonly struggle with organizing ideas, using appropriate academic vocabulary, managing time effectively, and applying grammar and referencing conventions accurately. While lecturer guidance and peer feedback were generally perceived as supportive, access to institutional writing resources such as writing centers and workshops was considered limited or unclear by many students. These results suggest that academic writing difficulties are multidimensional, involving linguistic, cognitive, affective, and institutional factors. The study highlights the importance of structured writing instruction, continuous formative feedback, and enhanced institutional support systems to improve students’ academic writing competence. The findings contribute to the ongoing discussion on EFL academic writing pedagogy and provide practical implications for lecturers and higher education institutions.

References

Al Fadda, H. (2019). Difficulties in academic writing: From the perspective of King Saud University postgraduate students. International Journal of English Language Teaching, 7(3), 10–23.

Anderson, T., & McGreal, R. (2012). Disruptive pedagogies and technologies in universities. Educational Technology & Society, 15(4), 380–389.

Bai, B. (2019). Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System, 85, 102110. DOI: https://doi.org/10.1016/j.system.2018.07.003

Bai, B. (2019). Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System, 85, 102110. https://www.sciencedirect.com/science/article/abs/pii/S0346251X19300090?via%3Dihub

Bai, B., & Wang, J. (2021). The role of self-efficacy and perceived value in students’ academic writing: A longitudinal study. System, 102, 102593.

Bai, B., & Wang, J. (2021). The role of self-efficacy and perceived value in students’ academic writing: A longitudinal study. System, 102, 102593. https://www.sciencedirect.com/science/article/abs/pii/S0346251X21001470?via%3Dihub

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.

Ferris, D. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6–23. https://www.sciencedirect.com/science/article/abs/pii/S1075293513000378?via%3Dihub DOI: https://doi.org/10.1016/j.asw.2013.09.004

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://publicationsncte.org/content/journals/10.58680/ccc198115885 DOI: https://doi.org/10.58680/ccc198115885

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.

Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge.

Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge. DOI: https://doi.org/10.4324/9781315717203

Hyland, K. (2019). Second language writing: Theoretical perspectives and pedagogical practices. Journal of Second Language Writing, 46, 100673. https://linkinghub.elsevier.com/retrieve/pii/S1060374319303649 DOI: https://doi.org/10.1016/j.jslw.2019.100673

Lim, C. Y., & Chew, P. G. (2023). Academic writing challenges and supports: A Malaysian perspective. Journal of English for Academic Purposes, 62, 101161.

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.

Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139858656

Nurkamto, J., Suparno, & Salam, U. (2025). Academic writing supervision: Toward empathy-driven mentoring in Indonesian universities. Asian EFL Journal, 29(1), 15–34.

Nurkamto, J., Suparno, S., & Salam, U. (2025). Academic writing supervision: Toward empathy-driven mentoring in Indonesian universities. Asian EFL Journal, 29(1), 15–34.

Oshima, A., & Hogue, A. (2017). Writing academic English (4th ed.). Pearson Education.

Sa’adan, N., Razali, N., & Aziz, N. (2024). The impact of writing anxiety on academic performance among ESL students. International Journal of Instruction, 17(1), 221–235.

Sa’adan, N., Razali, N., & Aziz, N. (2024). The impact of writing anxiety on academic performance among ESL students. International Journal of Instruction, 17(1), 221–235. https://www.e-iji.net/dosyalar/iji_2024_1_13.pdf

Seran, I. M., Tan, S. Y., & Yusuf, R. (2025). Ethical and cognitive dilemmas in AI-supported academic writing: A qualitative inquiry. AI in Education Review, 3(2), 44–60.

Setyowati, L., & Sukmawan, S. (2016). EFL students’ writing proficiency: Difficulties and strategies used by Indonesian students. Arab World English Journal, 7(1), 71–82.

Setyowati, L., & Sukmawan, S. (2016). EFL students’ writing proficiency: Difficulties and strategies used by Indonesian students. Arab World English Journal, 7(1), 71–82. DOI: https://doi.org/10.24093/awej/vol7no4.24

Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students (3rd ed.). University of Michigan Press. DOI: https://doi.org/10.3998/mpub.2173936

Tribble, C. (2017). Teaching and assessing academic writing: Pedagogies for a changing world. Journal of English for Academic Purposes, 30, 1–5. DOI: https://doi.org/10.1016/j.jeap.2016.10.003

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Wingate, U. (2015). Academic literacy and student diversity: The case for inclusive practice. Multilingual Matters. DOI: https://doi.org/10.21832/9781783093496

Zhang, Q., Chen, L., & Wang, Z. (2024). Students’ perceptions of AI-assisted academic writing: Benefits and concerns. Educational Technology Research and Development, 72(1), 88–107.

Zhang, Y. (2020). EFL learners’ writing challenges and coping strategies in academic contexts. TESOL International Journal, 15(4), 130–142.

Zhou, V., & Yeo, L. (2023). Beyond convenience: The hidden risks of AI-generated academic content. Journal of Educational Technology & Society, 26(4), 35–48.