STUDENTS' ATTITUDES TOWARD LEARNING ACADEMIC WRITING COURSE

Abstract

Academic writing is a crucial skill in higher education. It enables students to communicate ideas, construct arguments, and present research effectively. However, for English as a Foreign Language (EFL) learners, academic writing poses significant challenges due to linguistic limitations, cognitive demands, and unfamiliar rhetorical conventions, which may influence students’ attitudes toward learning. This study aims to explore undergraduate students’ attitudes toward learning academic writing courses in higher education. A qualitative research design was employed to gain in-depth insights into students’ attitudes. The participants were undergraduate students from English Education program who had completed an academic writing course. The participants were selected through purposive sampling. Data were collected using semi-structured interviews, allowing participants to share their experiences and perceptions in depth. The data were analyzed using thematic analysis to identify patterns related to students’ beliefs, emotions, and behaviors toward academic writing. The study revealed that students’ attitudes toward learning Academic Writing course are complex and multidimensional. Although students recognized academic writing as an essential skill for higher education, they also experienced difficulties related to grammar, vocabulary, organization, coherence, citation, and plagiarism.