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

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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0972/a.php" alt="Hit counter" /></p>