A mixed-method inquiry into Arabic-speaking students' experiences with English academic writing at the undergraduate level.

The challenges facing non-native English-speaking students (NNESSs) in adapting to the conventions of academic writing at the tertiary level in English-medium institutions have been widely canvassed in scholarly research. Nonetheless, there does not appear to be a great deal of research that investigates the experiences of Arabic-speaking students with English academic writing across the disciplines at undergraduate level. This mixed-method study aimed to fill in this gap by utilizing three data collection methods: focus groups, an online questionnaire, and semi-structured interviews. The findings suggest that Arabic-speaking students' experiences with English writing are shaped by several factors. Such factors include past language learning experiences, the lack of clarity around discipline lecturers' academic writing expectations, linguistic differences between Arabic and English, and the impact of IELTS. [ABSTRACT FROM AUTHOR]