I.

INTRODUCTION

Writing can be really tough, especially for students learning English as a Foreign Language
(EFL) or English as a Second Language (ESL). Compared to listening, speaking, and reading,
writing in English can be even harder. In college or university, EFL or ESL students need to do
well in both written and spoken English. Many students get worried about writing, especially in
English. Unlike speaking, writing requires a lot of preparation and thinking, which can make
students feel frustrated and nervous. One of the biggest problems students face when writing is
figuring out what to write about and how to write it.

In an EFL context, Bacha (2012) conducted a study that discovered teachers' concerns about the
poor quality of students' academic writing. Specifically, students from non-Anglicized linguistic
and cultural backgrounds, such as Asians, are believed to struggle more with academic writing
(Al Fadda, 2012, p. 123). Casanave and Hubbard (1992) also highlight this difficulty faced by
Asians in academic writing.

Students majoring in English for Science and Technology (FL1) at Hanoi University of Science
and Technology, a renowned university in Vietnam, encounter a similar challenge in their
Academic Writing III course. This particular course poses as one of the most difficult for
students, as it serves as preparation for writing their thesis proposal. Prior to taking this course,
students are required to successfully complete Academic Writing I and Academic Writing II.
Academic Writing III is considered the highest level of writing courses for FL1 students.
According to Al-Badi (2015), academic writing holds significance not only in achieving
proficiency in the English language but also in attaining success in studying other subjects that
utilize English as the primary medium of instruction.

In the Academic Writing III lesson at the FL1-05 class, the students experience anxiety and
concern regarding their writing abilities due to several challenges they encounter in the writing.
These challenges encompass proficiency level, lack of motivation, inadequate knowledge, and
more. Evidence of these difficulties can be observed in FL1-05 students' performance within the
Academic Writing III course, as they struggle with organizing ideas, dealing with arguments,
paraphrasing, synthesizing information, summarizing, and facing grammatical issues.

Given the problems and challenges, this research was undertaken to identify and analyze the
potential factors that contribute to the difficulties faced by FL1-05 students in the Academic
Writing III class. The goal of this study is to assist FL1 students, as well as those pursuing
English majors at university, in gaining a deeper comprehension of these factors and discovering
effective strategies to overcome challenges. Additionally, the findings of this research can offer
valuable insights to teachers and instructors, enabling them to create a more conducive learning
environment tailored to the needs of the students.
 References
Casanave, C., & Hubbard, P. (1992). The writing assignments and writing problems of doctoral
students: Faculty perceptions, pedagogical issues, and needed research. English For Specific
Purposes
Al Fadda, H. (2012). Difficulties in academic writing: From the perspective of King Saud
University postgraduate students. English Language Teaching
Bacha, N. N. (2012). Disciplinary writing in an EFL context from teachers’ and students’
perspectives. International Journal of Business and Social Science
Al-Badi, I. A. H. (2015). Academic writing difficulties of ESL learners. In The 2015 WEI
international academic conference proceedings