<![CDATA[Academic writing competence is an essential component of English language proficiency in higher education, yet many EFL students continue to experience difficulties in producing academically appropriate texts. These difficulties are not limited to grammatical accuracy but also involve the organization of ideas and the construction of coherent arguments. This study aims to explore EFL students’ academic writing competence by examining three interrelated dimensions: linguistic accuracy, organizational quality, and argumentative features. A descriptive mixed-methods design was employed to provide both quantitative and qualitative insights into students’ writing performance. The participants were university students enrolled in an English language course at a higher education institution in Indonesia. Data were collected through students’ academic essays and analyzed using an analytic writing rubric covering linguistic, organizational, and argumentative dimensions. The quantitative data were analyzed descriptively, while qualitative analysis was conducted to identify recurring patterns, strengths, and weaknesses in students’ written texts. The findings indicate that students demonstrated varying levels of competence across the three dimensions, with stronger performance in [insert strongest dimension] and greater difficulties in [insert weakest dimension]. Linguistic problems were primarily associated with [insert findings], while organizational weaknesses involved [insert findings]. In terms of argumentation, students showed challenges in developing claims, integrating supporting evidence, and establishing logical relationships between ideas. These findings suggest that academic writing instruction should move beyond sentence-level grammar correction and provide systematic support for text organization and argument construction. The study contributes to EFL writing research by offering a multidimensional perspective on students’ academic writing competence and providing pedagogical implications for writing instruction in higher education.]]>
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