Abstract

Research proposal writing is a demanding academic task for EFL undergraduates because it requires students to combine academic English proficiency, methodological understanding, literature engagement, and confidence in presenting research ideas. This study examined Thai EFL undergraduates' self-efficacy in writing research proposals and the obstacles they encounter during the proposal-writing process, addressing an underexplored area in undergraduate academic writing research. Using a qualitative research design, semi-structured interviews were conducted with eight English major students enrolled in a 12-week Introduction to Linguistics Research Methodology course. The interview data were analyzed using a thematic analysis. The findings indicated that students' self-efficacy in research proposal writing was moderate, conditional, and dynamically constructed through instructional scaffolding, supervisor feedback, and engagement with academic writing practices, rather than being a stable individual attribute. At the same time, students encountered procedural obstacles that disrupted writing progress, including difficulties applying academic conventions, locating and organizing relevant literature, making feasible methodological decisions, and sustaining writing continuity over time. The obstacles interacted with students' self-efficacy perceptions, shaping their engagement and persistence throughout the proposal-writing process. The study points out that it takes explicit scaffolding, structured instructional support, and process-oriented supervision to support undergraduate EFL students’ development as novice academic writers. The findings offer pedagogical insights applicable to EFL and multilingual higher education contexts where research writing constitutes a key component of undergraduate academic socialization.