“Writing Preparedness and Perceptions of Incoming BTLED, BSA, and BSF Students: Challenges and Expectations in Academic Writing Skills"

Abstract

This qualitative study explored the academic writing experiences, challenges, perceived skills, and support needs of incoming BTLED, BSA, and BSF students. The findings revealed that students encountered difficulties in expressing ideas, organizing thoughts, applying academic writing conventions, and adapting to research-related writing demands. Despite these challenges, students demonstrated willingness to improve through continuous practice, feedback, self-directed learning, and available learning resources. The study identified five major themes: (1) Academic Writing Challenges and Growth Through Experience, (2) Academic Writing as a Foundation for Critical Thinking and Professional Readiness, (3) Research Writing as a Tool for Developing Academic Competence, (4) Importance of Institutional Support, Training, and Technology-Assisted Learning, and (5) Curriculum Integration of Academic Writing for Continuous Development. Students recognized that academic writing skills are essential not only for completing academic requirements but also for developing confidence, communication ability, and workplace readiness. They emphasized the importance of teacher guidance, writing workshops, research training, accessible resources, and responsible use of AI tools in improving their writing abilities. The findings suggest that academic writing development should be approached as a continuous, curriculum-based process supported by both educators and institutions