Adjustments in Academic Writing Among First Year ESL Students in Higher Education

This study examined the adjustments in academic writing among first year ESL students in higher education using the lens of Schlossberg ' s transition theory. 60 students from a local public university were the sample for this study. The instruments used to collect data were a questionnaire and interviews. The results showed that the students had to adjust mainly to teachers ' grading of writing assignments, seeking sources and information for content, thinking strategies such as analysis and evaluation, as well as independent thinking in academic writing in university. However, they adjusted less to feedback and writing genres. Their adjustments are indicative of Schlossberg ' s factors of situation, self and strategies. The findings indicated that first year university students should be made aware of factors which impact their writing adjustments to facilitate the adjustments and to enhance their focus and clarity of academic writing. The findings also have implications for support in instruction in academic writing in L2 context to enhance first year university students writing success in higher education.