An Exploration of the Scientific Writing Experience of Nonnative English-Speaking Doctoral Supervisors and Students Using a Phenomenographic Approach

Table 3

Desired supports and resources to maximize English scientific writing proficiency articulated by nonnative English-speaking doctoral supervisors and students.

Doctoral supervisors

(i) Recognition of administration and department heads of research and writing as priorities needing dedicated time; (ii) Need to cluster teaching as much as possible to allow blocks of time for research and writing; (iii) Creating an English communication culture (experiences abroad and visiting native English-speaking visiting guest professors to departments); (iv) Hands-on working groups; (v) More opportunities to speak and teach in English; (vi) Access to a departmental native English-speaking resource person; (vii) Access to proofreaders but who are knowledgeable about the content and language of the discipline; (viii) Importance of a sustained relationship with a proofreader; (ix) Translator services but need personnel to be familiar with discipline and context; (x) Constructive criticism and correction versus destructive, negative, and insulting comments; (xi) Need for more handbooks and hands-on resources targeting the needs of nonnative English-speaking scholars; (xii) More opportunities to share writing issues with colleagues in field

Doctoral students

(i) Even brief times in English-speaking contexts (immersion) need to be encouraged, but exposure to English needs to be sustained; (ii) Ready access to a native English speaker with knowledge of the student’s field; (iii) Devoting time to identify and read exemplary articles in English for style (not only content); (iv) More opportunities to present in English; (v) An atmosphere where it is acceptable to make mistakes to foster constructive feedback and minimize fear of destructive criticism; (vi) Discussion of writing strategies as well as English grammar and composition; (vii) Personalized concrete feedback so students learn how to edit their work by understanding what is wrong and why; (viii) Need for more handbooks and hands-on resources targeting the needs of nonnative English-speaking scholars; (ix) More opportunities to share writing issues with peers in field