2024 IJRSE – Volume 13 Issue 6
Available Online: 20 July 2024
Author/s:
Paschal, Mahona Joseph*
St Augustine University of Tanzania, Tanzania (pajo.toronto@gmail.com)
Olivia, Azoteyinne
St John’s College of Education, Ghana (oliviaazoteyinne9@gmail.com)
Mahama, Mubarik
Gbewaa College of Education, Ghana (mahamamubarik4@gmail.com)
Abstract:
Academic writing is among one of the most critical challenges students encounter in university. The current status of academic writing in Tanzanian higher education institutions is not satisfactory. This study aims to assess the factors influencing students’ poor academic writing in Tanzanian universities and to find ways to improve their writing skills. The study utilized an exploratory qualitative design and collected data through interviews with 25 university students from five universities in Tanzania. The results revealed that several factors, including lack of preparation, inadequate training and mentorship, use of inappropriate writing styles, and limited access to resources influenced students’ poor academic writing. Additionally, limited proficiency in the English language and time management challenges also contributed to poor academic writing. Based on the findings, the study recommends the implementation of effective writing training programs, provision of adequate resources, and improvement of English language proficiency to enhance academic writing skills among Tanzanian university students. Further research is necessary to provide a more comprehensive understanding of the factors influencing academic writing among university students in Tanzania.
Keywords: academic writing, challenges of academic writing, writing in higher education, scholar, Tanzania
DOI: https://doi.org/10.5861/ijrse.2024.24070
Cite this article:
Paschal, M. J., Olivia, A., & Mahama, M. (2024). Exploring the factors shaping the academic writing proficiency among Tanzanian university students: A basic interpretive study. International Journal of Research Studies in Education, 13(6), 135-144. https://doi.org/10.5861/ijrse.2024.24070
* Corresponding Author