Enhancing Academic Writing Proficiency among English as aSecond Language Users at the Undergraduate Level: AComparative Analysis of Student-Lecturer Perspectives andStrategies

Academic writing is a pivotal concern in the tertiary phase of education, yet with a great deal ofdrawbacks and challenges. The current study investigates academic writing-related challengesand possible mechanisms to overcome them. Therefore, the study delves into the avenue ofacademic writing hurdles faced by undergraduate students whose second language (L2) isEnglish, specifically in the domain of sciences. This also examines the tactics formulated, fromthe standpoint of lecturers in tackling these impediments effectively. This research underscoresboth commonalities and disparities that resonate with the themes documented in prior scholarlyworks by harnessing qualitative data from a sample of undergraduate students and lecturers. Theinvestigation identifies substantial contrasts between the viewpoints of students and lecturersconcerning the challenges inherent in academic writing. While the preeminent concern for mostL2 undergraduate students pertains to intricacies at the compartmentalised linguistic features, thefocal point for most lecturers revolves around the holistic level, which encompasses a widerrange of linguistic attributes. Moreover, the study unravels specific coping mechanisms studentsemploy to navigate academic writing challenges. These discernments carry profound pedagogical implications, accentuating the imperative for providing pertinent writing models andinterventions tailored to the individual requirements of L2 science undergraduates.