Learning to write in an Academic Genre: University English Learners use of Socio-Cultural Resources in a University in Rwandaural Resources in a University in Rwanda

Abstract

Developing academic writing skills in English poses a significant challenge for university students in Rwanda, where English serves as the primary medium of instruction. English as a Second Language (ESL) learners must navigate formal academic conventions while drawing on rich socio-cultural knowledge embedded in local languages, proverbs, oral storytelling, communal practices, and personal experiences. This study investigates how university learners use socio-cultural resources in academic writing, and how these resources both enhance and complicate writing quality. Conducted at a medium-sized Rwandan university, the study adopted a qualitative case-study design, employing student writing samples, unstructured interviews, and classroom observations of three
academic writing courses. Findings reveal that socio-cultural resources provide authentic illustrations, clarify abstract concepts, and enrich argumentation, thereby strengthening learner engagement and voice. However, challenges arise when cultural references conflict with English academic conventions, including issues with literal translation, cohesion, and audience comprehension. The study concludes that integrating socio-cultural resources explicitly into writing instruction, providing scaffolding, exemplars, and targeted feedback, can improve writing quality, support learner identity, and bridge local knowledge with international academic norms. These insights inform pedagogical strategies for ESL instruction in Rwandan higher education.