<![CDATA[Academic writing remains a central yet challenging competence for university students, especially in EFL and ESL contexts where linguistic, rhetorical, and disciplinary demands often intersect. This study reports a systematic literature review of academic writing interventions in higher education, with the objectives of identifying major intervention types, synthesizing their reported benefits and challenges, and examining the contextual conditions that influence their effectiveness. Guided by the PRISMA framework, the review analyzed 25 peer-reviewed studies published between 2017 and 2024 using thematic analysis. The synthesis reveals that genre-based instruction is the most prevalent and consistently effective intervention, particularly in enhancing rhetorical organization, coherence, and control of academic conventions. Other productive approaches include technology-mediated writing support, self-regulated learning, self-assessment, model-text use, and contextual or intercultural pedagogies, all of which contribute to linguistic improvement, metacognitive development, learner autonomy, and greater motivation. At the same time, intervention effectiveness is constrained by variations in teacher preparedness, institutional support, student readiness, and technological infrastructure. These findings suggest that no single intervention is universally effective; rather, successful academic writing instruction depends on context-responsive, integrative pedagogies. This review contributes to the field by providing a consolidated understanding of how instructional, institutional, and learner-related factors interact in shaping academic writing development in higher education.]]>
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