Undergraduate Students' Conceptions of Academic Writing at the Intersection of English Medium Instruction and the Digital Age

Abstract

This qualitative study explores the perceptions and conceptions of academic writing among 14 ELT students in an English medium instruction (EMI) context at an international university in Northern Cyprus, an under-researched setting. The study revealed that participants faced a variety of challenges and employed strategic approaches that created learning opportunities in their academic writing practices. The findings indicated that students encountered task-internal challenges (e.g., language proficiency and planning difficulties) and task-external constraints (e.g., time pressures and reliance on online resources). Emotional responses, such as self-doubt, particularly regarding academic integrity, were also common. Despite these challenges, students used strategies like independent research, peer support and language tools to overcome difficulties. The study emphasises the importance of positive instructor feedback and the motivational role of digital tools. The findings suggest that combining in-class writing instruction with digital tools outside the classroom can enhance academic writing while maintaining academic integrity and authenticity.