What support do international doctoral students claim they need to improve their academic writing in English
Bibliographic Data
| ID | 21236149 |
|---|---|
| Authors | Wai Mar Phyo (0000-0001-6143-7167, University of Szeged, corresponding author), Marianne Nikolov (0000-0001-5844-4729, University of Pecs), Ágnes Hódi (0000-0003-0325-1449, University of Szeged) |
| Year | 2024 |
| Volume | 12 |
| Pages | 100161 |
| Publication date | 2024-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Ampersand (JOURNAL) |
| Journal identifiers | ISSN: 2215-0390 • E-ISSN: 2215-0390 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.amper.2023.100161 |
| OpenAlex | W4390191461 |
| Language | EN |
| Citations received | 3 |
| References cited | 59 |
Novice scholars from non-native English-speaking (NNES) backgrounds tend to encounter challenges in their doctoral education related to scholarly writing in English. This study investigated the support that NNES doctoral students perceive as crucial for achieving their desired proficiency in English academic writing (EAW). A survey was conducted during the 2021–2022 academic year, involving 255 NNES international doctoral students studying in 65 English medium PhD programs across Hungary. Volunteers from 49 countries, representing 48 languages, participated in the study. An analysis of their responses to an open question revealed that the majority felt a need for support in enhancing their EAW skills. Very few believed they could already produce publishable texts or that the support of their doctoral schools was sufficient. Most participants recognized specific areas where improvement was necessary and took full responsibility for their progress. Thus, findings of this study align with previous quantitative analyses involving the same participants and the conceptual metaphors they provided, emphasizing the high demand for support in developing English academic writing skills (Authors, 2022a, 2022b, 2023)
Academic writing · English for academic purposes · Mathematics education · Medical education · Pedagogy · Doctoral Education Challenges and Solutions · Medicine · Psychology
The Coding Manual for Qualitative Researchers
Disciplinary voices
A corpus-based EAP course for NNS doctoral students
Seeking acceptance in an English-only research world
The futures of EAP genre studies
The PhD Experience
Challenges in academic writing
Academic Publishing in English
Writing a thesis differently
International PhD students in Australian universities
Sympathy for the devil? A defence of EAP
Genre Analysis
The Failure of Dissertation Advice Books
How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |