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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
A.K. Amarullah
Universitas Mulawarman
Languange, Linguistic, Communication & Media

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Freshman English department students’ difficulties in academic writing during their first year Najla Nur Faiza; Aridah Aridah; Istanti Hermagustiana; A.K. Amarullah
English Education:Journal of English Teaching and Research Vol 11 No 2 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i2.28951

Abstract

Learning academic writing in English can be challenging for first-year students. This study explores the academic writing difficulties experienced by first-year English majors and the strategies they use to overcome them. Using a descriptive qualitative method, the study involved semi-structured interviews with six students of high, moderate, and low writing performance at a public university in Indonesia. The data were analyzed thematically. The findings revealed three main categories of difficulty: linguistic, organizational, and affective. All participants reported limited vocabulary, difficulty developing and connecting ideas, time pressure, and low confidence. Other challenges included paragraph coherence (n = 5), grammar and sentence construction (n = 4), difficulty initiating writing (n = 4), and writing anxiety (n = 4). These difficulties were associated with tight deadlines, heavy workloads, unfamiliar topics, and limited prior writing experience. Strategy used varies by performance level. Higher-performing students used proactive strategies, including extensive reading, outlining, peer feedback, and selective AI assistance. In contrast, lower-performing students relied more heavily on AI tools and practiced writing less frequently. Only one participant sought direct guidance from a lecturer. These findings highlight the need for explicit writing instruction, scaffolded practice, supportive feedback, and ethical AI literacy in tertiary EFL curricula.
Co-Authors Aridah Aridah Istanti Hermagustiana Najla Nur Faiza