European Journal of Teaching and Education ISSN 2669-0667 ______________________________ * Corresponding author’s E-mail address: mmuddin@crimson.ua.edu Cite this article as: Rahman, Md. M., Hossain, M. A., & Uddin, M. M. (2024). Challenges in Academic Writing for Undergraduate Students in Bangladesh. European Journal of Teaching and Education, 6(4): 49-77. https://doi.org/10.33422/ejte.v6i4.1418 © The Author(s). 2024 Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and redistribution in any medium, provided that the original author(s) and source are credited. Challenges in Academic Writing for Undergraduate Students in Bangladesh Md. Mostafizur Rahman 1 , Mohammad Azmal Hossain 2 , Mohammad Mohi Uddin 3* 1 College of Education, University of Nottingham, Malaysia 2 College of Education, University of Nottingham, Malaysia 3 College of Education, University of Alabama, AL, United States ARTICLE INFO ABSTRACT Keywords: writing, language learning, critical thinking, plagiarism, organizational issues, a government college This study examines the challenges faced by undergraduate students in academic writing at a government college in Bangladesh, focusing on linguistic barriers, critical thinking, organizational skills, and academic integrity. Using a qualitative approach, data were collected through focus group interviews with students, individual teacher interviews, participant observations, and document analysis. Findings reveal key difficulties, including limited vocabulary, grammar issues, weak critical thinking, poor organizational skills, and plagiarism concerns. To address these challenges, the study recommends interventions such as structured vocabulary lessons, grammar instruction, critical thinking exercises, and promoting academic integrity. The research emphasizes the importance of collaboration between educators and students to enhance writing skills and improve academic outcomes. Additionally, it identifies areas for future research, such as the impact of socioeconomic status and language background on writing proficiency, offering valuable insights for educators and policymakers. 1. Introduction Effective writing is crucial for conveying ideas, clarifying thoughts, and uncovering deeper meanings (Bruning, 2000; Weigle, 2002; Tardy, 2005). In academic writing, strong writing abilities help writers persuade readers about the value, significance, and trustworthiness of their work (Hyland, 2003). Students also develop skills such as collecting and analyzing information to support their arguments (Fukao & Fujii, 2001). They take responsibility for their learning by engaging with course materials and expressing their viewpoints (Zimmerman & Risemberg, 1997; Hyland, 2003). Despite the critical role of academic writing in scholarly communication, undergraduate students in Bangladesh face difficulties in mastering this skill (Hasan, 2011; Abbas & Herdi, 2018). This study aims to identify the challenges faced by undergraduates at the author's college, pinpoint the barriers to their writing proficiency, and find strategies for developing their writing skills.