Uncovering the causes of academic writing challenges among undergraduates: a case study of three science-based faculties at a state university in Sri Lanka

Abstract

Academic writing is a critical skill for university students, especially in science-based disciplines where clarity, precision, and adherence to disciplinary conventions are essential. This study explores the underlying causes of academic writing challenges faced by undergraduates in the Faculties of Technology, Engineering, and Fisheries & Marine Sciences at the University of Ruhuna, Sri Lanka. Drawing on a qualitative case study approach, data was collected through semi-structured interviews, involving both students and lecturers. The research is grounded in Schmidt’s Noticing Hypothesis, which emphasizes the importance of conscious awareness in language learning, and Vygotsky’s Social Constructivism, which highlights the role of social interaction and scaffolding in skill development. Findings reveal that students’ struggles with academic writing are rooted in three interrelated factors: inadequate preparation in secondary education, limited access to targeted resources and support, and the abrupt transition from Sinhala or Tamil medium instruction to English-medium university education. Both students and lecturers identified a lack of exposure to academic writing conventions, insufficient opportunities for individualized feedback, and the absence of discipline-specific writing support as significant barriers. By addressing these challenges through both individual and collaborative approaches, higher education institutions can better equip science undergraduates with the academic writing skills necessary for academic success and professional advancement.