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First-Year Students' Perceptions of Factors Affecting Academic Writing

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Title: First-Year Students' Perceptions of Factors Affecting Academic Writing
Language: English
Authors: Phethani P. Mudau (ORCID 0000-0002-2484-8351), Madoda Cekiso (ORCID 0000-0001-7681-077X), Itani P. Mandende (ORCID 0000-0002-2656-0482)
Source: Reading & Writing: Journal of the Literacy Association of South Africa. 2025 16(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Freshmen, Freshman Composition, Student Attitudes, Writing Attitudes, Writing Skills, Expectation, Writing Instruction, Academic Language, Prior Learning, Research Skills, Critical Thinking
ISSN: 2079-8245
2308-1422
Abstract: Background: An increasing number of students are entering universities in South Africa with inadequate academic writing proficiency, displaying unsatisfactory academic writing literacy levels. Therefore, many academic literacy researchers in South Africa have argued that poor academic writing proficiency is a direct result of poor academic performance, especially in academic assessments. Objectives: The current study focuses on possible factors affecting first-year students' academic writing proficiency at an institution of higher learning. Method: The study followed a qualitative research approach, and a case study research design was deemed relevant. This study employed focus group interviews, with each group consisting of five students (N = 25). Thematic analysis was used to analyse the collected data. Results: The study's findings showed that switching from high schools to university writing can be difficult, particularly for students who must adapt to new requirements and expections. Conclusion: The study reveals that first-year students face significant challenges in academic writing due to limited preparation in high school. These difficulties emphasise the need for enhanced writing instruction and support to help students meet university-level expectations. Contribution: This study contributes to understanding the gap in academic writing preparation between high school and university, highlighting the specific challenges students face in academic writing. It also underscores the importance of targeted support to bridge this gap and enhance students' academic writing proficiency.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478451
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Academic Journal
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  Data: First-Year Students' Perceptions of Factors Affecting Academic Writing
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  Data: <searchLink fieldCode="AR" term="%22Phethani+P%2E+Mudau%22">Phethani P. Mudau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2484-8351">0000-0002-2484-8351</externalLink>)<br /><searchLink fieldCode="AR" term="%22Madoda+Cekiso%22">Madoda Cekiso</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7681-077X">0000-0001-7681-077X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Itani+P%2E+Mandende%22">Itani P. Mandende</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2656-0482">0000-0002-2656-0482</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing%3A+Journal+of+the+Literacy+Association+of+South+Africa%22"><i>Reading & Writing: Journal of the Literacy Association of South Africa</i></searchLink>. 2025 16(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
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  Data: 8
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Freshman+Composition%22">Freshman Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Skills%22">Research Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink>
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  Data: 2079-8245<br />2308-1422
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: An increasing number of students are entering universities in South Africa with inadequate academic writing proficiency, displaying unsatisfactory academic writing literacy levels. Therefore, many academic literacy researchers in South Africa have argued that poor academic writing proficiency is a direct result of poor academic performance, especially in academic assessments. Objectives: The current study focuses on possible factors affecting first-year students' academic writing proficiency at an institution of higher learning. Method: The study followed a qualitative research approach, and a case study research design was deemed relevant. This study employed focus group interviews, with each group consisting of five students (N = 25). Thematic analysis was used to analyse the collected data. Results: The study's findings showed that switching from high schools to university writing can be difficult, particularly for students who must adapt to new requirements and expections. Conclusion: The study reveals that first-year students face significant challenges in academic writing due to limited preparation in high school. These difficulties emphasise the need for enhanced writing instruction and support to help students meet university-level expectations. Contribution: This study contributes to understanding the gap in academic writing preparation between high school and university, highlighting the specific challenges students face in academic writing. It also underscores the importance of targeted support to bridge this gap and enhance students' academic writing proficiency.
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  Data: 2025
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  Data: EJ1478451
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Freshman Composition
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Writing Attitudes
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Research Skills
        Type: general
      – SubjectFull: Critical Thinking
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    Titles:
      – TitleFull: First-Year Students' Perceptions of Factors Affecting Academic Writing
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          Name:
            NameFull: Phethani P. Mudau
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            NameFull: Madoda Cekiso
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            NameFull: Itani P. Mandende
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              M: 01
              Type: published
              Y: 2025
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              Value: 2079-8245
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              Value: 2308-1422
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            – TitleFull: Reading & Writing: Journal of the Literacy Association of South Africa
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