Examining Contributory Factors and Barriers to Success in Academic Writing Among Undergraduates

Abstract

Writing in higher education has been linked to assessments and student success. Thus, this study examined factors that contributed to success and those which were barriers to success in first-year undergraduate's academic writing. The study involved 56 randomly selected students from the social science and science disciplines from a local public university. Data were collected using a questionnaire and interviews. Findings showed that the students faced challenges with the aca-demic writing requirements in higher education and language. The students looked to themselves, i.e., their motivation and self-responsibility to address these chal-lenges. Besides, they also relied on the internet, peers, and instructors to help them in their academic writing. These findings provide insights into support that can be provided to first-year undergraduates to promote success in academic writing.