Against the backdrop of deep integration in international knowledge production

English academic writing proficiency has transcended mere language acquisition to become a core competency. It now serves as a key indicator for measuring the international competitiveness of higher education and the quality and effectiveness of cultivating innovative talent. This paper focuses on the development model of English academic writing proficiency in higher education

aiming to deepen systematic teaching innovation. First

it redefines the essence of English academic writing proficiency and reveals that structural transformation of teaching models is the fundamental pathway to overcome current developmental bottlenecks. Building upon this theoretical foundation

the article critically examines prominent contradictions in contemporary teaching practices. It highlights the constraints imposed by: superficial focus on linguistic form over deep cultivation of academic thinking; excessive emphasis on final writing products at the expense of process-oriented cognitive guidance; and the limitations of singular

static evaluation feedback mechanisms.