Investigating Academic Writing Challenges of Bachelor of Science Students in Soran University

Abstract

This study explores the challenges of academic writing proficiency among Bachelor of Science students at Soran University, focusing on those students who use English for Academic Purposes (EAP). Given the pivotal role of English in global academic communication and observed difficulties faced by non-English major students in Science Departments, this research aims to identify specific linguistic, pedagogical, and cultural factors undermining academic writing skills. Employing a phenomenological research design, the study investigates the lived experiences of students and lecturers to understand the nuances of academic writing challenges and propose some solutions. Through semi-structured interviews and focus group discussions, the research attempts to uncover a complex interplay of inadequate linguistic preparation, pedagogical shortcomings, and cultural influences contributing to students’ writing difficulties. Results highlight the necessity for early integration of academic writing in curricula, personalized linguistic assistance, and institutional support through writing centers and specialized courses. Finally, recommendations include adopting more interactive and technologically enhanced instructional methodologies and personalized, discipline-specific language support. This study contributes to the discourse on EAP education, offering insights and practical guidelines for improving academic writing proficiency among non-native English speakers in higher education.