Publishing and learning writing for publication in English: Perspectives of NNES PhD students in science

Abstract

Publication in international journals has become a prerequisite to PhD graduation. This study thus provides a framework for understanding the learning of writing skills and publishing practices of nonnative English-speaking PhD students by investigating their perceptions of publishing and learning to write for publication. Findings show that these students regard themselves as disadvantaged due to their limited proficiency in English. However, many of them are not motivated to remedy the situation due to (1) their opinion that English plays only a secondary role in scientific research, (2) their lack of confidence in the writing curricula, and (3) their perspectives on the imbalanced power relations between them and their advisers. This framework offers an important insight: The nonnative English-speaking PhD students' disinclination to learn to write for publication is influenced by many factors other than perceived language incompetence. To empower and motivate prospective NNES scholars, the study offers several suggestions to journal gatekeepers, EAP professionals, and academic advisers.