Lecturers’ Perceptions and Practices in Academic Writing Instruction: A Qualitative Study at a South African University

Abstract

cademic writing instruction is essential in higher education as it enables students to participate effectively in scholarly discourse and meet disciplinary and assessment expectations. However, many students experience difficulties due to diverse linguistic backgrounds, limited familiarity with academic conventions, and varying disciplinary requirements. This study explored lecturers’ approaches to academic writing instruction at a South African university, focusing on instructional practices, perceived effectiveness, and contextual challenges. A qualitative case study design was employed, with data collected through semi-structured interviews from eleven purposively selected lecturers and analysed thematically. The findings revealed that product-based approaches remain dominant, with emphasis placed on correctness, structure, and adherence to academic conventions. Some lecturers also incorporated process-oriented and genre-based strategies to support students’ writing development. Feedback practices, collaborative learning, and the use of technology were found to enhance student engagement and writing competence, although their effectiveness was influenced by institutional constraints, class size, multilingualism, and varying disciplinary expectations. Guided by Bandura’s Social Cognitive Theory, the study concludes that effective academic writing instruction requires flexible, learner-centred approaches that integrate structured guidance, scaffolded feedback, collaborative practices, and iterative writing processes. The findings suggest the need for lecturer professional development, curriculum flexibility, and strengthened writing support systems to better address diverse student needs in higher education.