Abstract

Background: Learning to write academically in English poses challenge for Arabic speaking learners, mainly due to the difference in the two linguistic systems (English and Arabic). Purpose: This study aims to explore the specific challenges Omani EFL students face in developing their academic English writing skills, with a focus on identifying linguistic issues and conceptual difficulties. Methodology: A qualitative descriptive design was used for data collection. Responses were obtained through in-depth interviews from nine EFL students enrolled in the foundation program at A'Sharqiyah University in Ibra, Oman during the year 2025. Data analysis involved transcribing the recordings, identifying, categorizing, and labelling patterns and themes pertinent to the research questions. Findings: It was found that students faced difficulties in two areas: (1) linguistic areas, namely grammar, vocabulary, and spelling, (2) conceptual areas, that is writing on topics they were not familiar with. Students admitted spending less time on engaging in autonomous learning, such as reading for enjoyment and practicing writing outside classroom requirements. Originality/Value: The value of this research lies in its offering educators and curriculum designers in similar EFL contexts to address the multifaceted nature of academic writing difficulties.