Writing proficiency is critical in academic settings, yet many students encounter significant challenges throughout the writing process. This study examines writing difficulties and perceptions among 267 undergraduate students in higher educational institutions in Malaysia. The investigation focuses on identifying obstacles and experiences across various stages of the writing process, including pre-writing, drafting, and revising. Data were collected using a Likert-scale survey administered to academic writers, capturing their perceptions of writing difficulties and experiences at different writing stages. The findings reveal the challenges faced by students, with notable variations across different stages. Difficulties related to goal setting, clarity of instructions, topic familiarity, and confidence in grammar and vocabulary usage were identified. Additionally, respondents exhibited varying attitudes towards the importance of thorough revision and adherence to assignment requirements. These findings underscore the need for tailored instructional approaches to address writing difficulties effectively. By enhancing writing proficiency among academic writers, students can better navigate the writing process and overcome challenges at various stages. Further research is proposed to explore the efficacy of specific instructional strategies and interventions designed to improve writing skills and support academic success.
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(Sa’adan et al., 2024)
Sa’adan, N., Noorezam, M., Taib, S. A., Jenal, N., & Yusuf, M. H. (2024). A Study of Writing Difficulties and Writing Stages among Undergraduates. International Journal of Academic Research in Business and Social Sciences, 14(7), 942–955.
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