First Year Students’ View Point: Encountering Problems In Writing English In Academic Level

Abstract

This study investigated the problems encountered by first-year university students in writing English at the academic level, focusing on their own view point. Seven participants contributed their writing which elaborated the problems in writing English served as the primary data source. A descriptive analytical method was employed to examine the texts, with the aim of identifying recurring patterns that reflected common writing difficulties. The analysis process involved detecting prominent “problems” in the participants’ writing, followed by interpretation and conceptualization to reveal underlying themes and derive meaning from the data. The findings revealed six major categories of writing problems frequently experienced by the participants: grammatical errors, limited vocabulary, weak writing structure or organization, unfamiliarity with academic writing style, spelling issues, and the incorrect use of punctuation. These problems appeared consistently across the data, highlighting areas in which the participants struggled to meet the expectations of English writing. Such difficulties not only affect the coherence and clarity of their writing but may also influence their confidence and motivation to write. Therefore, supportive instruction, practical exercises, and personalized feedback are essential to help first-year students overcome these hurdles and develop the competence needed for effective writing communication in English.