Bulletin of the Bishkek State University

This study investigated the difficulties faced by university students learning English as a foreign language in developing academic writing skills. Writing remains one of the most challenging language skills for EFL learners, particularly in contexts where systematic writing instruction is limited. The aim of this study was to identify linguistic, psychological, and pedagogical barriers that affect students’ writing performance at Bishkek State University. A mixed-methods approach was used. Quantitative data were collected through a questionnaire administered to 60 first- and second-year students, while qualitative data were obtained from semi-structured interviews with six English language instructors. The findings revealed several key challenges. More than 70% of students reported experiencing anxiety and fear of making mistakes while writing. Linguistic difficulties such as limited vocabulary and frequent grammatical errors were also identified as major obstacles. In addition, over 90% of respondents indicated that they practiced writing only when it was required by teachers, suggesting insufficient opportunities for regular writing practice. Teachers confirmed that the absence of specialised writing courses and limited training in process writing methodology further complicate effective instruction. The study highlighted the need to strengthen academic writing instruction through structured feedback, increased writing practice, and teacher professional development. The findings of this research would provide great benefits to the instructors of the English language and curriculum designers to address the writing difficulties that might be encountered by learners of English, contribute to the limited research on EFL writing difficulties in Central Asia and offer practical recommendations for improving writing pedagogy in higher education

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