An Analysis of Afghan Students Challenges in Academic Writing in US Universities
DOI:
https://doi.org/10.53103/cjlls.v4i1.148Keywords:
Academic Writing, Writing Instruction, Afghan Students’ ChallengeAbstract
For more than 35 years, there is no research done to find out the writing challenges of this specific Afghan students in the US. Thus, the present research undertakes a study of the qualitative analysis of the challenges that Afghan graduate students have in English academic writing across disciplines. In particular, it addresses the specific challenges that students are facing in regard to academic writing and the impact of these challenges on their class performance. It also shed lights on the factors behind those challenges and students’ perceptions of what they need to overcome them. For this study, the data were collected through survey and interviews with Afghan graduate students from different disciplines in US universities. The results of the study indicated that Afghan students face challenges in all aspects of English academic writing. Nevertheless, paraphrasing, citing sources, generating ideas, and writing for different audiences are the most challenging skills. These challenges stem from a lack of focus on academic writing curricula both in English and in the native language, an overall unfavorable system of education, and cultural and linguistic backgrounds. Hence, this study suggests a change in the curricula from a lack of focus to a strong focus on academic writing, establishment of writing centers, provision of more writing resources in US universities, and overall changes in the current system of education in Afghanistan.
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