Scientific writing is the process of conveying scientific information clearly. However, many students struggle with learning scientific writing, making it challenging for them to explain their findings in a clear and logical manner. This issue underscores the need for investigating scientific writing difficulties and the writing process, ensuring that students develop their writing skills. Thus, the purpose of this study is to investigate how learners perceive the application of learning strategies when writing scientific reports. This qualitative study aims to analyze the relationship between writing challenges and the composition process, as well as how learners perceive their writing issues and the composition process. This study employs a qualitative method, using questionnaires to collect data. The subjects were science and engineering students who needed to prepare scientific reports. 145 participants purposively responded to a qualitative survey from the science and engineering disciplines. The findings showed that paragraphing issues and writing uncertainty are the most common writing challenges. These data indicate that a lack of writing experience causes writing difficulties. The findings from this study contribute to the body of knowledge regarding why learners find their writing tasks difficult. Additionally, the results can be used to make improvements at the institutional or personal level.
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