Barriers to Undergraduate Project Writing in EFL Contexts: Student and Faculty Perspectives

Abstract

This mixed-methods study investigated the primary barriers encountered by Iraqi English as a Foreign Language (EFL) undergraduates in writing graduation research projects, incorporating dual perspectives from students and faculty. Quantitative data were collected from 126 final-year students using an adapted 29-item questionnaire, while qualitative insights were gathered from 10 faculty members via written interviews. The findings reveal a complex, interconnected web of challenges. The most significant barrier is a profound deficiency in academic writing skills, with students struggling severely to express ideas clearly in written English. This linguistic hurdle underpins and exacerbates other key obstacles: practical deficits in research methodology (e.g., selecting methods, formulating questions), a critical gap between knowledge and practice in academic integrity (leading to unintentional plagiarism), and systemic curricular shortcomings identified by faculty as overly theoretical and misaligned with practical needs. Notably, the study diverges from some regional research by finding that these struggles occur despite high student motivation and positive perceptions of supervisory support, pointing squarely to gaps in foundational training rather than a lack of guidance or interest. The study argues that successful completion of graduation research projects among Iraqi EFL learners is less dependent on final–year supervision and more dependent on the cumulative development of academic writing skills throughout the undergraduate program.