Academic Writing Difficulties of EFL Learners at Najran University

This study investigated the academic English writing challenges faced by EFL learners at Najran University, Saudi Arabia. It aimed to identify the specific difficulties encountered, explore the underlying factors contributing to these challenges, and propose effective strategies to mitigate them. Using a descriptive research design, the study surveyed 48 fourth-year English major students using a comprehensive questionnaire. The findings reveal that EFL learners struggle the most with vocabulary, organization, paraphrasing, grammar, and referencing. Key factors exacerbating these challenges include inadequate English language foundations, overreliance on Arabic, limited writing practice opportunities, and insufficient writing-focused courses. To address these issues, the study suggests incorporating technology-aided instruction, providing targeted feedback, and expanding writing-intensive curricula. The results offer valuable insights for English language instructors and curriculum designers equipping them to tailor their approaches and better support EFL students in developing robust academic writing proficiency. By identifying the specific hurdles and proposing practical solutions, this research contributes to enhancing the quality of English language education at Najran University and in similar EFL contexts. Received: 15 February 2025 / Accepted: 26 April 2025 / Published: 08 May 2025