The Effect of Poor Use of English in Academic Writing Committed by the Undergraduate Students in Two Selected Universities in Tanzania

Abstract

This paper discusses the effects of poor use of English in academic writing skills committed by undergraduate students in Tanzania when using English for academic writing. This study employed Cognitive Process Theory of writing as its theoretical framework, which assumes that writing is a cognitive aspect to human brain. The study utilised a qualitative research approach to effectively explore complex phenomena within their natural contexts, aiming to capture a rich understanding of participants' experiences. A total of 20 participants were selected through purposive sampling. As a result of this thorough approach, the researcher conducted in-depth interviews with a total of 20participants. Each interview was designed to elicit detailed responses, providing insights into the participants' experiences and viewpoints. The results of this research indicated that the poor use of English faced by undergraduate students in academic writing, particularly in their use of the English language, was a significant factor contributing to their failure in getting employment that demanded English competencies and poor examination performance. The study concludes that poor English proficiency risks student' job prospects and calls for significant governmental intervention to address these ongoing issues. The study suggests that more writing skills practices, dictations, conducting seminars and workshops should be insisted on can help lecturers and students become proficient in academic writing, thereby addressing the effects associated with using English for this purpose.