Barriers to Effective Academic Writing in English Among Undergraduate Students in a Saudi Arabian University

Abstract

This study looks into the challenges associated with effective writing for academia in English within first-year learners in a Saudi Arabian university. Data from 150 undergraduate students were acquired using a mixed-methods strategy, including surveys, writing evaluations, and semi-structured interviews. The study found that language obstacles (β = -0.32, p <.001) and cognitive/skills-related obstacles (β = -0.27, p <.001) were the most significant indicators of poor academic writing ability. Qualitative research revealed that pupils struggled with word variety, concept structure, and reference abilities, and frequently relied significantly on machine translation technologies. Institutional problems including high class sizes and inadequate feedback also led to low performance. The study indicates that tackling these hurdles needs specialized interventions, such as dedicated writing courses, improved feedback processes, and culturally relevant education. These findings have significance for curriculum designers and instructors who want to boost English writing skills in Saudi institutions of higher learning.