THE IMPACT OF LINGUISTIC, STRUCTURAL, AND AFFECTIVE PROFICIENCY ON ACADEMIC WRITING CHALLENGES AMONG TERTIARY STUDENTS

Authors

  • Le Trung Kien Faculty of Foreign Languages, Nam Can Tho University, 168 Nguyen Van Cu Street, An Binh Ward, Ninh Kieu District, Can Tho City, Vietnam
  • Nguyen Thi My Hoa Faculty of Foreign Languages, Nam Can Tho University, 168 Nguyen Van Cu Street, An Binh Ward, Ninh Kieu District, Can Tho City, Vietnam

DOI:

https://doi.org/10.46827/ejel.v10i1.5959

Keywords:

academic writing proficiency, challenges, university

Abstract

This study investigates the impact of academic writing proficiency (AWP) on its associated challenges (AWD) from the perspectives of tertiary English majors. A cross-sectional correlational design was employed, using a survey questionnaire to collect data from 325 final-year English majors at a private university. Data analysis involved descriptive statistics, Pearson correlation, and multi-linear regression to examine the relationships between students’ linguistic, structural and affective proficiency (LP, SP and AP) in AWP and AWD. The results revealed that students had a moderate level of AWP and faced medium-level challenges in writing. All three sub-elements of AWP (LP, SP, and AP) demonstrated significant negative correlations with AWD, with LP showing the strongest negative correlation. Multiple linear regression analysis indicated that LP, SP, and AP collectively explained 37% of the variance in AWD. The higher the level all three predictors were, the lower the level of AWD was, confirming the negative predictive effect of LP, SP, and AP on AWD. These findings highlight the importance of linguistic, structural, and affective proficiency in mitigating challenges in academic writing for tertiary English majors.

 

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Author Biographies

  • Le Trung Kien, Faculty of Foreign Languages, Nam Can Tho University, 168 Nguyen Van Cu Street, An Binh Ward, Ninh Kieu District, Can Tho City, Vietnam

    Mr. Le Trung Kien is a lecturer of English at Nam Can Tho University, Vietnam. He is passionate about teaching practices, thereby finding ways to improve his students’ learning engagement and experiences. He has been actively involved in helping students develop soft skills and English-speaking skills via extra-curricular activities. His main research interests include teaching and learning practices, student engagement and graduate employability.

  • Nguyen Thi My Hoa, Faculty of Foreign Languages, Nam Can Tho University, 168 Nguyen Van Cu Street, An Binh Ward, Ninh Kieu District, Can Tho City, Vietnam

    Ms. Nguyen Thi My Hoa is a lecturer of English at Nam Can Tho University, Vietnam. She is interested in the field of teaching and learning English. She has been particularly involved in helping students sharpen their English-speaking skills through various classroom activities.

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Published

2025-04-16

Issue

Vol. 10 No. 1 (2025)

Section

Articles

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