The academic writing challenges of undergraduate students: A case study based on three selected science-based faculties at a state university in Sri Lanka

Academic writing is a critical skill for university students, irrespective of the discipline. While prior studies have extensively documented academic writing challenges in Western contexts, few examined the particular aspect of science-based faculties in South Asian universities, particularly in Sri Lanka, where institutional resources and linguistic diversity create unique barriers for undergraduates transitioning from Sinhala or Tamil-medium secondary education to English-medium university instruction. This study addressed this gap by identifying the academic writing challenges faced by undergraduates in the Faculties of Technology, Engineering, and Fisheries and Marine Sciences at the University of Ruhuna, Sri Lanka. Drawing on a qualitative case study approach, data were collected through semi-structured interviews with 24 undergraduates (third-year and final year students) and 9 lecturers from the three selected faculties. Thematic analysis (Braun and Clarke, 2006) using a six-phase approach was employed to identify, analyze, and report patterns within the qualitative data. The research was based on Schmidt's noticing hypothesis (1990), which emphasizes the importance of conscious awareness in language learning, and Vygotsky's social constructivism (Vygotsky, et al. 1978), which highlights the role of social interaction and scaffolding in skill development. The findings revealed four main themes: language proficiency barriers stemming from limited English exposure during secondary education, difficulties in organizing and structuring academic content coherently, a lack of familiarity with essential academic conventions such as citation styles, and pervasive feelings of anxiety and lack of confidence significantly impacting writing performance. Schmidt's noticing hypothesis illuminates how students' inability to consciously notice critical academic writing features, such as formal writing styles, disciplinary conventions, and structural components, contributes to their challenges. Vygotsky's social constructivism reveals how the absence of collaborative learning environments and peer support exacerbates these difficulties. We have noted that addressing these interconnected challenges requires integrated interventions combining explicit instruction to enhance collaborative learning environments that provide social scaffolding, such as discipline-specific English programs, structured writing workshops, peer mentoring, and hands-on practice with citation management tools. This study provides insights for educators and policymakers aiming to enhance academic writing support in science-based higher education in Sri Lanka.