Navigating Academic Writing Challenges in Final Year Projects in the Age of Generative AI

Abstract

Final year projects (FYPs) are an essential element of undergraduate education, requiring students to demonstrate advanced academic writing skills, research competence, and critical thinking. Students need to have proficient academic writing skills to enable them to communicate ideas clearly and construct arguments coherently which are vital to academic success (Hyland, 2019). However, many students face particular challenges in producing high quality academic output. To investigate these issues, this study employs semi-structured interviews designed to explore students’perceptions and experiences with specific writing challenges such as vague problem statements, weak organisation, surface-level literature reviews, limited argumentation and citation errors. The interview questions examine challenges faced by students and coping strategies. By focusing on both problems and solutions, the study captures how students address the demands of academic writing. The findings are categorised into four key themes: the role of Generative AI (GenAI) as a learning and writing aid; difficulties in academic writing and critical thinking; the interplay between efficiency, dependency, and ethical AI utilisation; and the vital role of supervisor guidance. This study contributes to the literature by integrating academic writing challenges with emerging technological practices, highlighting how students combine conventional supports with generative AI (GenAI)- assisted tools. Findings highlight pedagogical approaches and institutional policies aimed at scaffolding students’ writing development in the era of GenAI.