Lecturers’ Perspectives on the Academic Writing Proficiency of First-year University ESL Students
Mzamani Jonas Maluleke 
, Ernest Kwesi Klu & Ndishunwani Vincent Demana
Issue: Vol. 6 No.12 Article 34 pp.3363 – 3375
DOI: https://doi.org/10.38159/ehass.202561234 | Published online 28th November, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The academic writing standard of the majority of English Second Language (ESL) students has declined significantly on a global scale. Most tertiary education institutions are currently engaged in research to find new ways of helping ESL students improve their writing skills, as it has a major impact on their graduate output. This article evaluated lecturers’ perspectives on the academic writing proficiency level of first-year university ESL students enrolled in a South African university. Data was collected through interviews with five lecturers responsible for teaching English Communication Skills, which is compulsory for all first-year students. The results indicate that students experienced numerous challenges when they first enrolled at university, but they gradually improved their performance by the end of the first semester. However, for a meaningful academic intervention to take place, leading to improved writing skills, there is a need for a more comprehensive Academic Support Programme to be implemented for ESL students. The study contributes to scholarship by amplifying perspectives of lecturers, identifying context-specific challenges in South African universities, and providing evidence-based insights into how support structures, such as writing centres, grammar instruction, and ICT can enhance ESL students’ academic writing.
Keywords: English Second Language; Academic Writing; Perspectives; Process Approach; Writing Centre
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Mzamani Johannes Maluleke is a senior lecturer in the Department of English, Media Studies and Linguistics at the University of Venda. He holds a PhD in English Language Teaching and has been teaching English Communication Skills since 2010. He is also responsible for teaching English Language Theories at the postgraduate level. His research interests include bilingualism and multilingualism, as well as teaching academic writing and English-medium instruction. He has published several articles in various peer-reviewed journals and also serves as a reviewer for different journals.
Ernest Kwesi Klu is a Professor of Educational Linguistics and English Language. He has lectured at the University of Namibia, Medical University of Southern Africa and currently at the University of Venda. He has published extensively in his fields of specialization. He has also supervised numerous post-graduate students. He has served as HoD and also Vice Dean. He has collaborated with colleagues in Africa and Europe. He is currently at the forefront of honing the research and supervision skills of emerging academics. He serves as an Editorial board member for several academic journals.
Ndishunwani Vincent Demana is a lecturer in the Department of English, Media Studies, and Linguistics at the University of Venda, South Africa. He supervises postgraduate students and has published widely in peer-reviewed journals. His research focuses on English language teaching, academic writing, second language acquisition, and multilingual language use. With over fifteen years of experience in higher education, he is dedicated to advancing language education and supporting student success.
Maluleke, Mzamani Jonas, Ernest Kwesi Klu, and Ndishunwani Vincent Demana, “Lecturers’ Perspectives on the Academic Writing Proficiency of First-year University ESL Students.” E-Journal of Humanities, Arts and Social Sciences 6, no. 12 (2025): 3363 – 3375, https://doi.org/10.38159/ehass.202561234.
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
