Abstract:
Academic writing is the most practiced skill to assess students‟ performance at
almost every level of education. And this skill is largely associated with students'
linguistic proficiency, which poses a significant challenge for EFL learners. Despite
the compulsory inclusion of English as a subject in the curriculum of primary and
secondary education in Bangladesh, many undergraduates face difficulties in
academic writing because of some influential factors. Moreover, writing in English
is crucial for the academic success of English-major BA honors first-year
undergraduates. This research specifically examines these problems in academic
writing and the responsible factors. A mixed-method approach is used, which
includes a survey questionnaire, written samples, and semi-structured interviews for
data collection. The findings from data analysis inform pedagogical approaches and
support mechanisms that can significantly enhance EFL learners‟ academic writing
skills and contribute to their overall success in higher education.
