| dc.description.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. | en_US |
