Challenges in Mastering Academic Writing: Results of a Survey Conducted Among KazNU Students

Abstract

The article analyzes the difficulties in mastering academic writing based on the results of an author's survey conducted among students of the Al-Farabi Kazakh National University. The purpose of the study is to identify the main psychological and academic difficulties that arise when mastering academic writing, as well as effective aspects of learning. Students of Philological Faculty at the bachelor's, master's and doctoral levels participated in the survey. Their total number was 203 respondents. Quantitative and qualitative analysis methods were used. The survey was conducted online using the Google Forms platform. The data collected from 203 respondents were systematized using descriptive and content analysis methods, divided into main thematic categories, and percentages were determined. The survey results showed that the majority of students found the academic writing course useful and that the course had a positive impact on the development of scientific writing, citation, and text structuring skills. Students are highly interested in mastering the subject, however, it was found that the fact that the subject is developed and taught in the Kazakh-speaking audience on the basis of English-language materials and the lack of practical tasks, such as the increase in sample texts, video materials and additional methodological resources, leads to major academic difficulties. The results of the study showed that there is a lack of workbooks for the Kazakh-speaking audience and the need to develop and improve them was identified. The article provides recommendations aimed at improving the discipline of academic writing and considers the issues of developing a culture of academic communication in higher education institutions.

Keywords: academic writing, scientific text, writing skills, academic discourse, higher education, student, psychological barriers, academic literacy.