ENHANCING ESP STUDENTS’ WRITING COMPETENCE: OBSTACLES AND SOLUTIONS
Abstract
This article explores the challenges that English for Specific Purposes (ESP) students face in developing writing competence and presents strategies for overcoming these obstacles. Focusing on linguistic, cultural, and pedagogical factors, it synthesizes insights from the past ten years of research and integrates findings from a mixed-methods study involving surveys and interviews with ESP learners. Key issues identified include difficulty with discipline-specific vocabulary, struggles with academic writing conventions, and ineffective feedback mechanisms.
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