Enhancing Academic Writing Proficiency among English as a Second Language Users at the Undergraduate Level: A Comparative Analysis of Student-Lecturer Perspectives and Strategies

Academic writing is a pivotal concern in the tertiary phase of education, yet with a great deal of
drawbacks and challenges. The current study investigates academic writing-related challenges
and possible mechanisms to overcome them. Therefore, the study delves into the avenue of
academic writing hurdles faced by undergraduate students whose second language (L2) is
English, specifically in the domain of sciences. This also examines the tactics formulated, from
the standpoint of lecturers in tackling these impediments effectively. This research underscores
both commonalities and disparities that resonate with the themes documented in prior scholarly
works by harnessing qualitative data from a sample of undergraduate students and lecturers. The
investigation identifies substantial contrasts between the viewpoints of students and lecturers
concerning the challenges inherent in academic writing. While the preeminent concern for most
L2 undergraduate students pertains to intricacies at the compartmentalised linguistic features, the
focal point for most lecturers revolves around the holistic level, which encompasses a wider
range of linguistic attributes. Moreover, the study unravels specific coping mechanisms students
employ to navigate academic writing challenges. These discernments carry profound pedagogical implications, accentuating the imperative for providing pertinent writing models and
interventions tailored to the individual requirements of L2 science undergraduates.