This article investigates the development of academic writing skills among learners of English as a Foreign Language (EFL) and explores effective instructional strategies that support writing proficiency. Academic writing is recognized as a complex skill that requires linguistic competence, critical thinking, and familiarity with academic conventions. The study adopted a mixed-methods research design, combining qualitative and quantitative data collected through writing tasks, classroom observations, and semi-structured interviews. The findings indicate that EFL learners face persistent challenges related to organization of ideas, limited academic vocabulary, and lack of confidence in expressing arguments. However, the results also demonstrate that process-based writing instruction and systematic feedback significantly improve learners’ writing performance. The study contributes to a deeper understanding of how learner-centered and evidence-based teaching practices can enhance academic writing development in EFL contexts.  

Academic writing, EFL learners, writing development, higher education

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