The linguocultural approach integrates linguistic and cultural dimensions of language learning, promoting holistic competence that transcends traditional methods. Writing, as a core skill in tertiary education, benefits immensely from this approach, as it fosters not only linguistic accuracy but also cultural sensitivity, creativity, and contextual appropriateness. This paper examines how the linguocultural approach enhances writing competence among university students, highlighting key theoretical underpinnings, pedagogical strategies, and empirical evidence. The study employed a mixed-method design, involving 150 undergraduate students and their instructors, to explore the impact of this approach on students’ ability to produce culturally enriched and academically effective writing. Results indicate significant improvements in students’ writing coherence, depth of argumentation, and intercultural understanding. Challenges such as curriculum adaptation and instructor readiness are also discussed. The findings underscore the importance of embedding cultural elements into language instruction to better prepare students for academic and professional communication in a globalized world.

linguocultural approach, writing competence, tertiary education, intercultural communication, academic writing, cultural integration, pedagogy

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