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Abstract
This study explores the differences in academic writing needs between STEM and Humanities students within the framework of English for Academic Purposes (EAP). As higher education increasingly adopts English as the medium of instruction, students from different disciplines face varying linguistic and rhetorical challenges. This research employs a mixed-method approach, combining quantitative data from questionnaires and qualitative insights from semi-structured interviews. The findings reveal that STEM students primarily struggle with technical writing conventions, data presentation, and discipline-specific vocabulary, whereas Humanities students face challenges in argumentation, critical analysis, and textual coherence. The study highlights the necessity of discipline-specific EAP instruction and suggests pedagogical implications for curriculum design. These findings contribute to the growing body of research advocating for tailored academic writing instruction across disciplines.
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