Academic Writing Challenges in English: A Linguistic and Psychological Analysis of University Students

Abstract

The research analyzes the linguistic along with psychological difficulties university students encounter when they write academically in English. The study seeks both to document typical writing issues students experience when creating text and to suggest remedies for these problems. The study took place at a Public sector University in Lahore where it examined Teachers’ College students together with students. A descriptive design study used 20 randomly chosen English language students for their research. The students composed a 250-300 word essay about their hometown or village as part of the assessment. The English teachers reviewed the compositions two times independently to determine academic writing limitations and psychological challenges during an evaluation process. The research data shows three main linguistic problems with morphology, syntax, and grammar which students encounter alongside mechanical errors in spelling and punctuation and capitalization. The students faced obstacles in writing development skills and graphomotor difficulties thus limiting the ability to compose organized academic papers.The study indicates that students should practice audio revision of their written work because it helps them develop proper punctuation while using verbal hesitation. Using dictionaries together with spellcheckers for correcting spelling mistakes forms among the suggested solutions along with establishing a habit of prolonged reading in English to develop both grammar and usage skills naturally over time. The study emphasizes both the requirement for specific psychological and cognitive intervention programs that will stimulate academic writing progress in students.