This study focused on academic writing challenges and its requirements, explored student perceptions and suggested ways in which their needs could be better met. The current study examined the obstacles of academic writing facing Saudi students in a New Zealand university. The study adopted a qualitative method approach in which 10 volunteer students were interviewed to learn their views and perceptions of academic writing skills in English and the questionnaire was used to collect students' demographic information. Also, what can be done to better prepare students for academic study at English medium universities. The students' attitude was not positive, which elicited the problem. The results revealed that the attitude of Saudi students towards learning and using the English language was not positive due to problems in teaching English, which resulted in students not prepared for the requirements of studying through the English language. It is also hoped that the results and recommendations issued by this study will benefit Saudi students, government departments in the Kingdom of Saudi Arabia, as well as English medium universities that accept students.

Education outcomes for L2 students in academic preparation programs, undergraduate studies, and graduate work are directly influenced by the learning and use of academic vocabulary. Among 15 Saudi graduate students studying in New Zealand, this study investigated at their perspectives with academic vocabulary learning. Students in Saudi Arabia who are enrolled at New Zealand universities were asked about their difficulties in learning academic vocabulary. According to this study, a new perspective on academic vocabulary can be gained by studying students' assessments of their problems in learning academic vocabulary. Four research questions are the focus of the study: 1) When it comes to mastering academic vocabulary, what are the most common challenges faced by postgraduate students? 2) What methods do these Saudi postgraduate students employ in order to increase their knowledge of academic language? 3) Do students who perceive the most difficulty in learning a new language likely to have had the least effective ways for learning vocabulary. 4) Saudi graduate students confront what kinds of problems in learning academic vocabulary? Academic vocabulary is typically a problem for graduate students in a number of areas. These challenges were addressed utilizing a qualitative approach, that comprised an exploratory study, personal face-to-face questions, and a group discussion. A wide range of academic circumstances were found to be problematic for all 15 participants, regardless of language proficiency. It was difficult to find time to read for writing when there was so much emphasis on paraphrasing. (Hirvela, 2016) Aside from that, participants had no prior experience with academic vocabulary learning and only a limited number of strategies at their disposal to assist them. In contrast, the results of this study do not support the concept that merely being revealed to academic language can increase the chances of incidental vocabulary development; somewhat more, they recommend that deliberate vocabulary knowledge is needed, so such learning should be based on sound academic skills, including the use of vocabulary study materials; and unsuitable vocabulary acquisition strategies could indeed risk causing unhappiness and loss of vocabulary knowledge.   

EFL students confront a host of obstacles and challenges when it comes to academic writing, most notably those generated by the distinction between spoken and written English. In this regard, it is worth noting that Arabic differs significantly from English when it comes to both spoken and written versions. A number of variables drive these differences, including: 1) differences in the letters; and 2) differences in writing methods, with Arabic featuring more figurative phrases and longer sentences than English. There are various ways of teaching writing in academia; some are beneficial, like computerized writing instruction, whereas others, such as the usage of distinctive writing styles, are detrimental. Native speakers can help ESL students recognize the skills required for academic writing, enabling them to improve their academic writing. The study's goal was to determine the obstacles that students at a specific Saudi university encounter when studying written academic English, as well as to differentiate across their educational needs and aims. During the academic year 2020-2021, the research's group comprised 50 postgraduate students from one Saudi university. The data analysis showed that English as an additional language (EFL) students face many obstacles and underscores in their academic work, such as difficulties distinguishing between written and spoken English, generating a framework before writing a first draft, determining the abilities necessary to succeed in writing, and preventing plague words and phrases.