Аннотация
Currently, the course “Academic Writing” is widely taught in higher education institutions (HEI) in Kazakhstan with the aim of developing students’ scientific writing skills. However, due to the specific nature of the course, certain difficulties arise in the development of writing skills. Within the framework of this study, based on a qualitative approach, a focus group interview was conducted with 28 students from four pedagogical universities to determine their attitudes toward the course “Academic Writing.” The results of the interviews were analyzed using thematic analysis, which allowed for identifying the importance of academic writing in the development of professional and academic skills. Nevertheless, students exhibited varying levels of anxiety, uncertainty, and decreased motivation related to the learning process, discipline, and language skills. At the same time, students recognized the scientific and educational significance of academic writing in the context of learning and research. The results of the study indicate the need for pedagogy that integrates language and writing instruction, supports learners, ensures inclusivity, and is adapted to the learning context. This study contributes to research on academic writing and can facilitate the development of curricula aimed at fostering academic writing skills.