Keywords
Abstract
This article investigates the major challenges that Uzbek university students face in English academic writing. Despite years of formal English instruction, many students struggle with producing coherent, grammatically accurate, and logically structured academic texts. The paper explores linguistic, cognitive, cultural, and pedagogical factors that hinder students’ writing development. The study is based on a mixed-methods approach, including a survey of 40 undergraduate students and semi-structured interviews with 5 English language instructors. The findings reveal that limited exposure to academic genres, lack of vocabulary, weak grammar foundations, and translation from L1 (Uzbek or Russian) significantly affect writing quality. Furthermore, the research underscores the need for reforming writing instruction by incorporating process writing, genre-based approaches, and academic integrity training.
References
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