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king, ESL or EFL writers' texts were "lessfluent, less accurate and less effective” (Wu, 2008).Some researchers, such as Wang and Bakken (2004), Bitchener and Basturkmen(2006)，Casanace and Hubbard (1992)，Li (2006)，Lu (2007) and Tang (2009) discussedthe overall features，whereas some other researchers focused on the analysis of featuresof a particular section of an academic article, mainly the introduction, such as Xu, Guoand Xu (2007)，or the abstract, including Ju (2004), Gao and Du (2002) and also Ge andYang (2005). Besides, there were still some other studies which concentrated on aspecific feature occurred in the writing products, majorly referring to the use of hedges,like Ding (2002) and Wang (2005)，the use of model verbs and vague language, such asYang (1998)，the use of amplifiers, like Wei and Lei (2011) and also the subjects ofreporting clauses, such as Wu (2012).In spite of the differences in their perspectives and emphasis, all studies providedsome insights into the recognition of different levels of features in the academic writingof ESL/EFL writers or learners.
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2.2 Challenges encountered in academic writing
Phakiti and Li (2011) found that students encountered a wider range of difficultiesin academic writing than other forms of academic difficulties. A wide range ofinvestigations were carried out on the challenges and difficulties ESL/EFL writers orlearners faced in academic writing, involving not only the perception of supervisors, suchas Casanve and Hubband (1992) as well as Cooley and Lewkowicz (1995，1997)，butalso the perception of the writers or learners themselves, such as Cooley and Lewkowicz(1995，1997)，Cadman (1997)，Dong (1998), Wu (2008) and Giridharan (2012).Researchers including Cooley and Lewkowicz (1995, 1997)，Lea and Street (1998)，Hyland (2003), Sun (2004), Wang and Bakken (2004), Aitchison and Lee (2006)，Wen(2008), Qian and Krugly-Smolska (2008), Wu (2008), Xiong (2012) and also Paltridgeand Woodrow (2012) analyzed the challenges encountered by ESL/EFL writers in theiracademic writing. It was found that ESL/EFL writers and learners would encounter avariety of difficulties ranging from the linguistic ones to the non-linguistic ones. Otherresearchers put more emphasis on the explanation of the challenges，trying to figure outthe factors affecting the writing process，such as Campbell and Li (2007), Ferenz (2005),MacLeod, Steckley and Murray (2012)，Braine (2005) and Dong (1998). According tothem, both individual factors and external factors were influential to academic writingexperience. The former involved motivation, language proficiency, self-efficacy,composition competence and identity, while the latter referred to the time, policy,supervision and access to academic sources.
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3. Research Design and Methodology ........15
3.1 Research context ........   15
3.2 Participants ........   15
3.3 Methods of data collection ........ 17
3.4 Data analysis 184. Results  ........19
4.1 Satisfaction witii experiences of dissertation writing ........   19
4.2 Challenges encountered in dissertation writing  ........  21
4.3 Postgraduates' suggestions to improve academic writing experience ........ 32
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