First-year students’ perceptions of factors affecting academic writing

Abstract

Background: An increasing number of students are entering universities in South Africa with inadequate academic writing proficiency, displaying unsatisfactory academic writing literacy levels. Therefore, many academic literacy researchers in South Africa have argued that poor academic writing proficiency is a direct result of poor academic performance, especially in academic assessments.

Objectives: The current study focuses on possible factors affecting first-year students’ academic writing proficiency at an institution of higher learning.

Method: The study followed a qualitative research approach, and a case study research design was deemed relevant. This study employed focus group interviews, with each group consisting of five students (N = 25). Thematic analysis was used to analyse the collected data.

Results: The study’s findings showed that switching from high schools to university writing can be difficult, particularly for students who must adapt to new requirements and expections.

Conclusion: The study reveals that first-year students face significant challenges in academic writing due to limited preparation in high school. These difficulties emphasise the need for enhanced writing instruction and support to help students meet university-level expectations.

Contribution: This study contributes to understanding the gap in academic writing preparation between high school and university, highlighting the specific challenges students face in academic writing. It also underscores the importance of targeted support to bridge this gap and enhance students’ academic writing proficiency.