Teaching Academic Writing in English to ESL/EFL Learners in Higher Education: A Systematic Review of Strategies and Challenges

Abstract

This synthesis details the difficulties and teaching techniques used for academic writing in English among ESL/EFL learners in higher education. Studies conducted from 2010 to 2024 were identified from comprehensive collections in databases (Scopus, Web of Science, ProQuest, EBSCOhost, and Google Scholar) and grey literature resources, such as institutional repositories. Adhering to the PRISMA framework, 27 studies were assessed qualitatively. Data were extracted on participant demographics, contexts, research designs, main outcomes, and proposed interventions within each of the linguistic, cognitive, affective, institutional, and technological categories. The findings indicate similar challenges related to vocabulary size, lexical issues, and negative L1 transfers. There are also difficulties in argument formation and source integration. Additionally, the pressure to write independently contributes to writing anxiety, low motivation, and other institutional barriers. Identifying key methods revealed that strategies such as genre-based instruction, collaborative learning, technology integration, and iterative feedback processes are particularly effective. The findings offer valuable insights for educators aiming to develop module-based and multi-method instructional support to enhance ESL/EFL students’ academic writing abilities.