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INTEGRATING CONTENT AND LANGUAGE IN HIGHER
EDUCATION: CHALLENGES IN TEACHING WRITING TO EFL
STUDENTS
Maftuna Nurova Zayniddinovna
Lecturer of the Department of "English Language"
of the Samarkand branch of the Tashkent International Chemical
Abstract: As higher education institutions increasingly adopt English-
medium instruction (EMI), teaching academic writing to English as a Foreign
Language (EFL) students poses significant challenges. The integration of content
and language learning, often promoted under Content and Language Integrated
Learning (CLIL), has become a common approach. However, students frequently
struggle with producing coherent, critical, and disciplinary-specific writing. This
paper explores the main challenges faced by EFL students in academic writing
within EMI contexts, including linguistic limitations, insufficient writing strategies,
and a lack of disciplinary literacy. It also discusses pedagogical implications and
offers recommendations for improving writing instruction in multilingual higher
education environments.
Keywords: English as a Foreign Language, academic writing, higher
education, EMI, CLIL, writing instruction, disciplinary literacy
Introduction
In recent years, the global shift towards internationalization in higher
education has led to the growing adoption of English as the medium of instruction
(EMI) in non-English speaking countries. This shift has reshaped how content is
delivered and how students engage with academic discourse, particularly in written
form. For students who are non-native speakers of English, writing in academic
settings presents a dual challenge: they must not only master the subject matter but
also express their ideas in a language they are still acquiring.
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Challenges in teaching writing to EFL students
One of the core difficulties EFL students face in academic writing is limited
vocabulary and grammatical competence, which directly affect clarity and
coherence. Even when students grasp the subject content, expressing complex ideas
in a structured and academically appropriate manner can be overwhelming.
Moreover, academic writing conventions vary by discipline, and EFL students often
lack the necessary exposure to the genres, styles, and rhetorical expectations of their
specific fields.
Another major challenge is the lack of effective writing strategies. Many
EFL learners are unfamiliar with the stages of the writing process, such as planning,
drafting, revising, and editing. This is compounded by differences in educational
backgrounds, where writing may not have been emphasized or taught systematically.
Disciplinary literacy also plays a critical role. Academic writing is not a
generic skill but one that is deeply embedded in disciplinary practices. EFL students
often struggle to write in a way that aligns with the expectations of their field,
especially when instruction fails to bridge content and language effectively.
Instructors, too, may face challenges in addressing both language and content
simultaneously, particularly when they lack training in language-sensitive
pedagogy.
Recent perspectives and pedagogical implications
Recent studies suggest that successful integration of content and language
requires collaboration between language specialists and subject instructors.
Approaches such as genre-based pedagogy and scaffolded writing tasks have shown
promise in supporting EFL students’ development. Technology-enhanced writing
tools, peer review systems, and writing centers are also becoming integral in helping
students refine their writing skills in EMI environments.
Universities that adopt inclusive writing policies and provide explicit
instruction in both general and discipline-specific writing conventions tend to better
support their multilingual student populations. Instructors are encouraged to create
opportunities for meaningful writing, offer feedback beyond grammar correction,
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and help students develop a sense of voice and audience awareness in academic
contexts.
1. Linguistic limitations and academic language barriers
EFL students in EMI environments often find themselves facing a language
barrier that goes beyond basic communication. Academic writing requires a
command of formal structures, discipline-specific vocabulary, and the ability to form
logical, cohesive arguments. Even students with good general English proficiency
may struggle with academic genres such as essays, reports, or literature reviews.
Research shows that many EFL learners rely heavily on translation from their first
language, which can lead to awkward phrasing or misused terminology, ultimately
affecting clarity and persuasiveness.
In addition, academic English demands an understanding of hedging,
citation, and formal tone—features that are not always emphasized in general
English courses. These linguistic challenges often lead to students avoiding complex
ideas or relying on memorized phrases, reducing the critical engagement required in
higher education writing.
2. Insufficient writing strategy instruction
A significant challenge in EFL academic writing stems from limited
awareness of writing as a process. Many students are unfamiliar with iterative
writing practices like drafting, feedback incorporation, and revision. Instead, they
tend to view writing as a one-time task, which reduces the quality of their work.
Wingate (2012) argues that many EFL students lack access to models of effective
writing and are not taught how to structure arguments or engage with academic
sources.
Moreover, students might not understand the purpose of different types of
academic texts. For example, writing a critical analysis differs greatly from
summarizing a text, yet students may not be aware of these distinctions without
explicit instruction. When writing is taught without clear connections to academic
tasks or disciplines, students may fail to transfer these skills to other courses or
contexts.
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3. Disciplinary literacy and genre awareness
Academic writing is shaped by the norms of different disciplines. A lab
report in biology follows a different structure and tone than a reflective essay in
education. EFL students often find it difficult to grasp these distinctions, especially
when they are not taught explicitly. The concept of disciplinary literacy emphasizes
the need for students to learn how knowledge is constructed, debated, and
communicated in their field.
Unfortunately, in many EMI settings, content instructors assume students
have already acquired academic writing skills, while language instructors may not
be equipped to teach field-specific conventions. This disconnect leaves EFL students
uncertain about expectations and vulnerable to low performance in written tasks.
Genre-based pedagogy, which focuses on teaching the social purposes and structures
of specific academic genres, has proven effective in bridging this gap (Hyland,
2016).
4. Teacher preparedness and institutional support
Effective writing instruction in EMI environments also depends on the
readiness of educators. Subject-matter lecturers often feel unprepared to address
language-related issues and may resist integrating writing into their teaching.
Similarly, language instructors may lack the subject knowledge needed to support
writing in specific disciplines. This lack of collaboration limits students'
opportunities to receive meaningful and context-aware feedback (Morton, 2020).
Institutional support plays a key role here. Universities that offer writing
centers, workshops, and tailored support services are better positioned to meet the
needs of multilingual learners. Additionally, when faculties integrate writing
instruction into content courses, students are more likely to develop confidence and
competence in academic writing.
5. Technology and innovation in writing instruction
Technology offers new ways to support EFL students’ writing development.
Tools like Grammarly, Turnitin Feedback Studio, and Google Docs facilitate real-
time feedback, revision tracking, and collaborative writing. In blended and online
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learning contexts, students can access writing resources, attend virtual workshops,
and receive asynchronous feedback from instructors. However, the effectiveness of
these tools depends on students' digital literacy and the pedagogical strategies used
to integrate them.
Moreover, writing software cannot replace the role of human feedback,
especially when it comes to content development and critical thinking. Teachers
need to balance technological tools with traditional instruction that helps students
build cognitive and metacognitive strategies for writing.
Conclusion
Teaching academic writing to EFL students in higher education presents
multifaceted challenges, particularly within English-medium instruction contexts.
As students are expected to develop both content knowledge and academic
communication skills, the demand for integrated and supportive writing instruction
becomes increasingly important. Linguistic limitations, unfamiliarity with academic
genres, and insufficient writing strategies often hinder students’ ability to express
their ideas effectively. These challenges are further complicated by a lack of
alignment between language and content instruction, leaving students without clear
guidance on how to meet disciplinary expectations.
To address these issues, a shift in pedagogical mindset is needed—one that
values writing not merely as a language skill but as a tool for learning, thinking, and
engaging with academic communities. Collaborative approaches between subject
lecturers and language instructors, genre-based instruction, and institution-wide
writing support initiatives can play a vital role in improving EFL students’ writing
outcomes. As higher education becomes increasingly multilingual and globalized,
fostering students' academic writing competence must be viewed as a shared
responsibility across the curriculum.
REFERENCES
1.Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge.
2.Morton, T. (2020). Integrating language and content in EMI: A challenge for
multilingual higher education. Language Teaching, 53(2), 203–216.
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3.Wingate, U. (2012). Using academic literacies and genre-based models for
academic writing instruction: A "literacy" journey. Journal of English for Academic
Purposes, 11(1), 26–37.
4.Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated
Learning. Cambridge University Press.
5.Airey, J. (2012). "I don’t teach language": The linguistic attitudes of physics
lecturers in Sweden. AILA Review, 25(1), 64–79.
