Lecturers’ Perspectives on the Academic Writing Proficiency of First-year University ESL Students
Résumé
The academic writing standard of the majority of English Second Language (ESL) students has declined significantly on a global scale. Most tertiary education institutions are currently engaged in research to find new ways of helping ESL students improve their writing skills, as it has a major impact on their graduate output. This article evaluated lecturers’ perspectives on the academic writing proficiency level of first-year university ESL students enrolled in a South African university. Data was collected through interviews with five lecturers responsible for teaching English Communication Skills, which is compulsory for all first-year students. The results indicate that students experienced numerous challenges when they first enrolled at university, but they gradually improved their performance by the end of the first semester. However, for a meaningful academic intervention to take place, leading to improved writing skills, there is a need for a more comprehensive Academic Support Programme to be implemented for ESL students. The study contributes to scholarship by amplifying perspectives of lecturers, identifying context-specific challenges in South African universities, and providing evidence-based insights into how support structures, such as writing centres, grammar instruction, and ICT can enhance ESL students’ academic writing.
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