Abstract:
Academic writing in English is the formal writing style utilised by tertiary-level students, lecturers, and scholars. It varies from the regular writing styles that students practise in school. Thus, they need help to grasp the required skills and adhere to the academic writing style. To introduce academic writing to the first-year undergraduates of the Faculty of Science at the University of Kelaniya, an Academic Literacy course was introduced during the 2019/20 academic year. The present study aimed to investigate the challenges encountered by the first-year undergraduates who undertook this course and to shed light on the factors that may cause such difficulties. Thus, this study aimed to find answers to the following questions: A) What challenges do undergraduate students face in academic writing? B) What factors influence their proficiency in academic writing? C) What suggestions can be offered to help overcome these obstacles? To find answers to these questions, the researcher utilised a mixed-method research approach. The needed quantitative data were collected by distributing a questionnaire to 50 randomly selected students, while qualitative data were collected by conducting interviews with 15 randomly selected students. The quantitative data were analysed using SPSS, and qualitative data gathered from interviews were analysed thematically. It was found that although the students complain about difficulties in academic writing, they are aware of the importance of academic writing in the university context. Moreover, it was identified that their main issues revolve around English language proficiency and the need for more experience and exposure in academic writing. Thus, it is essential to follow the presented suggestions and recommendations to tackle and minimise undergraduates’ difficulties in academic writing. The findings of the present study can be used to raise lecturers' awareness and adjust the lesson materials for further improvement of the course.
