Abstract
Academic writing is a central requirement in postgraduate study and a major challenge for English as a Foreign Language (EFL) students. Writing a Master’s dissertation demands advanced academic literacy skills, which many EFL students struggle to develop. This study investigates the academic writing challenges faced by Libyan Master’s students while writing their dissertations in the English language, Applied Linguistics. Adopting a qualitative research design, data were collected through semi-structured interviews with Master’s students and their supervisors at Al Zawiya University, The Libyan Academy, and Misrutah University. Thematic analysis revealed several recurring academic writing challenges, including grammatical and lexical limitations, difficulties with coherence and cohesion, problems with paraphrasing and summarizing sources, and challenges related to referencing and avoiding plagiarism. Supervisors confirmed that these issues frequently affect the quality of students’ dissertations and require continuous guidance and revision. The findings suggest that limited prior training in academic writing and insufficient exposure to research-based writing practices contribute significantly to these challenges. The study highlights the need for enhanced academic writing instruction and targeted support within postgraduate programs. It is hoped that the findings will inform curriculum design, supervisory practices, and academic writing support initiatives in Libyan higher education.
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