Academic writing proficiency of undergraduates in both English and Slovak is vital for Slovak undergraduates engaging in international scholarship. This study examines the abstracts of bachelor’s theses submitted by students of “Teaching English Language and Literature and Slovak Language and Literature at Slovak” undergraduate programmes from 2021 to 2023. Drawing on a corpus of abstracts from the Central Register of Final Theses of the Slovak Republic and a review of academic-writing course syllabi of the selected institutions, our study employs a mixed-methods approach that combines quantitative corpus-linguistic metrics (frequency counts of nominalisations, passive constructions, pre-modifiers, discourse markers, and other key academic features) with qualitative error analysis. Cross-institutional comparisons indicate that students who completed dedicated academic writing courses continue to exhibit serious structural and lexical deviations in produced texts. These results contribute to our understanding of L1 and L2 academic writing challenges in post-pandemic contexts and underscore the need to tailor academic writing curricula.

Keywords: Education, English as a foreign language, abstract, linguistics, analysis.