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How international doctoral students' fields of study, proficiency in English and gender interact with their sense of making progress in English academic writing abilities.

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  • Author(s): Phyo WM;Phyo WM; Nikolov M; Nikolov M; Hódi Á; Hódi Á
  • Source:
    PloS one [PLoS One] 2023 Dec 22; Vol. 18 (12), pp. e0296186. Date of Electronic Publication: 2023 Dec 22 (Print Publication: 2023).
  • Publication Type:
    Journal Article
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
    • Publication Information:
      Original Publication: San Francisco, CA : Public Library of Science
    • Subject Terms:
      Language* ; Students*; Humans ; Mental Processes ; Writing ; Hungary
    • Abstract:
      This study investigates how non-native English-speaking (NNES) doctoral students self-assess their English academic writing (EAW) abilities. A total of 255 international NNES students, hailing from 49 different countries and speaking 48 mother tongues, voluntarily participated in our study. They were enrolled in 65 PhD programs at 14 universities across Hungary during the 2021-2022 academic year. To address our research aim, we developed a survey using a 6-point Likert scale, following the guidelines of Dörnyei and Dewaele (2022). The survey focused on self-assessing their abilities to write academic texts in English. The analysis results indicate that students lacked confidence in their EAW abilities at the beginning of their PhD studies but exhibited increased confidence at the current stage. The results also highlight the influence of gender and English language proficiency on EAW self-assessments. Additionally, senior PhD students demonstrated greater confidence in field-specific lexical knowledge compared to their first-year peers. This study highlights the fact that NNES novice writers lacked the necessary EAW skills upon entering their PhD programs, making it challenging for them to start doctoral-level writing immediately. This underscores the need for comprehensive support that encompasses both enhancing English language proficiency and providing academic writing assistance.
      Competing Interests: The authors have declared that no competing interests exist.
      (Copyright: © 2023 Phyo et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
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    • Publication Date:
      Date Created: 20231222 Date Completed: 20231225 Latest Revision: 20240103
    • Publication Date:
      20250114
    • Accession Number:
      PMC10745157
    • Accession Number:
      10.1371/journal.pone.0296186
    • Accession Number:
      38134010