Student Experiences and Teaching Optimisation in Academic Writing Courses for English Majors in Macau: An Empirical Analysis from the Student Perspective

Abstract

In the era of academic globalisation, academic writing has become a cornerstone for evaluating higher education quality, especially for English majors who rely on it to engage in international scholarly exchanges. However, non-native English speakers often struggle with bridging the gap between linguistic norms and disciplinary requirements in such courses. This study employs a qualitative interview approach to analyse the learning process and experiences of three third-year English majors in an academic writing course at the City University of Macau. The research data show that there is a significant gap between the students’ initial “experimental” expectations and the core content of the course. During the course, participants faced the pressure of transforming language into academic expression, building a logical argumentative framework, and balancing a multidimensional grading system. In response to the feedback from teachers, participants actively improved their writing skills through the use of tools, studying model essays, participating in peer review, and enhancing communication with teachers. Based on the findings, this study proposes optimisation recommendations, including layered assessment, enhanced methodology instruction, and a longer writing cycle, to provide insights for teaching practice in academic writing courses.