Abstract
To ensure a genuinely inclusive academic environment, addressing the linguistic challenges faced by non-native English-speaking students is crucial for achieving epistemic access and success. In this qualitative study we focused on the academic writing challenges encountered by non-native English-speaking doctoral students at a South African university. We adopted a sociocultural perspective to explore the academic writing challenges faced by non-native English-speaking doctoral students, thus providing insight into how academic writing skills develop within specific social and cultural contexts. Additionally, we used focus groups to gather comprehensive insights into the writing experiences of non-native English-speaking doctoral students. Through coding and thematic analysis, the findings highlight students' linguistic challenges, mainly related to difficulties with grammar and adherence to academic writing conventions, the influence of cultural identity on writing, and the impact of institutional support and resources on writing practices. As such, institutions must recognise the value of diverse writing styles and encourage students to maintain their cultural identities while engaging with English academic writing, thus fostering a more inclusive academic environment in which linguistic diversity is respected.