1 Introduction

Since the 1990s, foreign scholars have conducted extensive research on academic English journal paper writing, involving both macro and micro levels. Domestic research started relatively late and mainly focused on after 2010. Scholars such as Cai Jigang found that students face challenges in literature citation, academic norms, logical thinking, and language expression in writing, and proposed corresponding teaching strategies. However, there is insufficient emphasis on cultivating graduate students' academic English writing skills in China, and the learning outcomes need to be improved. Research has pointed out that the purpose of academic English research is not clear enough, and there is a lack of accurate positioning of difficulties in teaching and learning processes, resulting in a lack of effective solutions.

2 Research Design

This chapter introduces the research design aimed at exploring the difficult factors in academic English writing teaching. The research background is the academic English course offered by the School of Foreign Languages at Harbin Engineering University since 2008. The course has undergone multiple reforms, including adjustments to textbooks, teaching content, and teaching modes. The research subjects are 160 non English major graduate students from the 2022 cohort. The research method includes designing a five level scale survey questionnaire, collecting 127 valid questionnaires, and conducting interviews with teachers to explore the difficulties encountered by students and teachers in teaching, in order to find effective solutions.

3 Research Results and Discussion

The main difficulties encountered by students in academic English journal paper writing include unfamiliarity with the structure of the paper, unclear mastery of academic sentence patterns, and uncertainty about the content of each section. Teachers are concerned about how to assign effective exercises, prevent academic plagiarism, help students accurately use professional terminology, and solve sentence writing problems. Teachers believe that students' insufficient understanding of academic sentence patterns and grammar and syntax errors are teaching difficulties. Students' questions mainly involve macro structures, while teachers focus on the details of language correctness. Students believe that the main reasons for writing difficulties include poor English proficiency, lack of interest, limited understanding of academic genres, lack of practical opportunities, and unattractive teaching methods from teachers. Teachers believe that teaching difficulties include insufficient understanding of professional English expression, weak writing foundation of students, and lack of enthusiasm for academic writing among students. Through a hypothetical study on students' academic English writing ability, it was found that students have problems in voice, tense, word expression, transitional language, etc. They have incomplete or unclear statements of elements in their writing, use language arbitrarily, and lack rigor and scientificity. A hypothetical study on the non specialization of teaching modes shows that the courses offered by professional English teachers are not specialized in academic English journal paper writing, but comprehensive professional English courses, and university English teachers can undertake academic English course tasks. The unreasonable hypothetical research on teaching methods suggests that traditional single teaching methods may be the main cause of teaching difficulties.

Analysis of Strategies for Eliminating Teaching and Learning Barriers

Explored the obstacles encountered in academic English writing teaching and learning, and proposed a series of specific solutions. Firstly, teachers need to understand students' actual needs, adjust teaching content, and add practical parts to improve the practicality of academic English writing. For example, by analyzing the structure and language features of representative academic papers, students can form a holistic cognition and attempt to summarize the sentence patterns and pattern characteristics of professional papers. Secondly, teachers can collaborate with professional teachers, utilizing their professional knowledge and language teaching experience to jointly guide students' academic English writing. In addition, teachers should adopt diverse classroom modes to achieve personalized teaching, such as group discussions, practical exercises, and one-on-one group teaching, to improve students' initiative and writing ability. At the same time, teachers should also combine linguistic theories, starting from the language itself, and use methods such as key sentence pattern imitation and pragmatic marker positioning to help students improve their writing ability. Finally, students also need to actively improve their academic English writing skills by increasing their reading volume, strengthening writing exercises, and actively participating in teaching feedback.

5 Conclusion

A survey of academic English writing courses at Harbin Engineering University found teaching difficulties. Through hypothetical research to analyze the reasons, four teaching strategies were proposed to promote academic English writing teaching.