CHALLENGES OF TEACHING ACADEMIC WRITING TO EFL STUDENTS IN NON-PHILOLOGICAL HIGHER EDUCATION: OBSTACLES AND PEDAGOGICAL SOLUTIONS

Academic writing is an essential vehicle for global scientific communication, enabling researchers to share innovations, collaborate across borders, and contribute to international databases. However, English as a Foreign Language (EFL) students at non-philological institutions, such as Tashkent State Agrarian University, encounter acute cognitive, linguistic, and socio-cultural barriers when attempting to produce academic prose. Traditional educational models in these institutions frequently focus on rote vocabulary memorization and sentence-level grammatical accuracy rather than macro-level discourse structure and logical argumentation. This instructional mismatch leaves students underprepared for the rigorous demands of international publication. This article investigates the primary obstacles impeding student progress—specifically first-language (L1) rhetorical transfer, lack of genre awareness, restricted sub-technical vocabulary, and severe writing anxiety. To address these issues, the paper proposes a series of integrated, practical pedagogical solutions tailored for technical universities, including genre-based scaffolding, the analytical use of agricultural mentor texts, systematic academic stance training, and process-oriented feedback.