DEVELOPING WRITING PROFICIENCY THROUGH A LINGUOCULTURAL APPROACH: A STUDY IN TERTIARY EDUCATION CONTEXTS

This thesis explores the role of the linguocultural approach in enhancing writing proficiency among university students. By integrating cultural dimensions into writing instruction, the study highlights how students’ awareness of rhetorical conventions, audience expectations, and culturally situated communication styles improves their academic writing. It argues that writing proficiency is not merely the mastery of grammar and structure but also the ability to engage with cultural perspectives and convey meaning effectively across diverse contexts. Drawing on sociocultural theory, contrastive rhetoric, and intercultural competence frameworks, the thesis outlines key strategies for embedding cultural awareness into writing pedagogy and discusses empirical findings from tertiary education settings. The results suggest that linguocultural instruction fosters not only technical writing skills but also critical thinking, cultural empathy, and rhetorical adaptability, all of which are essential for global academic communication.