The Need for Academic Writing in Albania

Abstract Introduction: This research analyzes the importance of academic writing in Albania and suggests introducing it as a mandatory course in all fields of study. The study aims to identify students' perceptions of academic writing and the importance of clear structure and guidelines in academic writing templates. The research collected data through 253 online questionnaires from students of private and public HEIs (Higher Education Institutions) in Albania, revealing that students lacked adequate skills in primary writing forms and were unaware of the steps required to use resources. Methods: 253 Albanian university students participated in a study on academic writing abilities and methods. The study used a structured questionnaire with 23 closed-ended questions related to statements relevant to the concepts provided by the Literature Review on the issues of writing skills, methodology, and the required steps of academic writing. Results: The study found that over half of the students surveyed did not study academic writing, which was mainly offered as an elective course for the undergraduate level. Less than half of the students confirmed that their universities offered a template for them to guide themselves through the studying process. The research also found a connection between the lack of academic writing in the curricula and academic integrity. Discussion: The Ministry of Education and HEIs should provide theoretical and methodological guidelines for designing academic writing courses in Albanian. Academic writing programs in Albanian and English should be offered to faculty members and researchers. Academic Writing should be mandatory for every study program, collaborating with disciplinary professors and linguistics to improve the existing curricula and creating opportunities for students to express their critical thinking through writing skills. Limitations: Due to the COVID-19 pandemic, this research faced limitations in accessing the syllabi of some faculties and restricted student gatherings. Therefore, the questionnaire was delivered online, and the results presented in the paper refer to the respondents' self-regulation while answering online. Conclusions: The survey revealed that students from public and non-public higher education institutions lack basic writing skills, prefer internet guidance over professor's assistance, struggle with paraphrasing, summarizing, and referencing, and lack academic integrity. However, students showed a high interest in academic writing as a mandatory course in higher education institutions.