Linguistic and Cognitive Challenges in University EFL Students’ Academic Writing: A Conceptual Review

Abstract

This study aims to examine the interaction between linguistic constraints and cognitive challenges in English as a Foreign Language (EFL) academic writing and to synthesize recent evidence on their implications for writing instruction. Academic writing is one of the most essential yet demanding skills for EFL learners because it requires not only language proficiency but also higher-order cognitive abilities. Although numerous studies have investigated linguistic errors or writing difficulties separately, limited attention has been given to how language-related limitations and cognitive factors interact to influence academic writing performance. This study employed a qualitative research synthesis of 25 recent peer-reviewed journal articles published on EFL academic writing. The findings indicate that grammatical inaccuracies and limited vocabulary are closely interconnected with difficulties in concept development, critical thinking, and working memory overload. These challenges collectively hinder students’ ability to produce coherent and academically appropriate texts. The study highlights the need for a holistic pedagogical approach that addresses both linguistic and cognitive dimensions. It recommends integrating collaborative writing, metacognitive strategy instruction, and AI literacy into EFL writing pedagogy to strengthen students’ academic writing competence and cognitive engagement.