Abstract
Nonnative English-speaking scholars and trainees are increasingly submitting their work to English journals. The study’s aim was to describe their experiences regarding scientific writing in English using a qualitative phenomenographic approach. Two focus groups (5 doctoral supervisors and 13 students) were conducted. Participants were nonnative English-speakers in a Swedish health sciences faculty. Group discussion focused on scientific writing in English, specifically, rewards, challenges, facilitators, and barriers. Participants were asked about their needs for related educational supports. Inductive phenomenographic analysis included extraction of referential (phenomenon as a whole) and structural (phenomenon parts) aspects of the transcription data. Doctoral supervisors and students viewed English scientific writing as challenging but worthwhile. Both groups viewed mastering English scientific writing as necessary but each struggles with the process differently. Supervisors viewed it as a long-term professional responsibility (generating knowledge, networking, and promotion eligibility). Alternatively, doctoral students viewed its importance in the short term (learning publication skills). Both groups acknowledged they would benefit from personalized feedback on writing style/format, but in distinct ways. Nonnative English-speaking doctoral supervisors and students in Sweden may benefit from on-going writing educational supports. Editors/reviewers need to increase awareness of the challenges of international contributors and maximize the formative constructiveness of their reviews.
Highlights
Research findings are only as good as the quality of the scientific writing to describe them
Participants included a purposive sample of 5 doctoral supervisors and 13 students
The analysis revealed four qualitatively distinct referential aspects that describe the doctoral supervisors’ conceptions of scientific writing in English: a challenging task, an academic responsibility, a “disadvantageous” struggle, and need to master the written English language (Table 2)
Summary
Research findings are only as good as the quality of the scientific writing to describe them. Nonnative English-speaking scholars and their trainees are publishing increasingly in mainstream English language peer-reviewed academic journals They are less content to publish in their native language journals, if they exist, or in the language of the country where they work or study. They opt to submit their work to English journals that are indexed and generally better known, disseminated, and accessed. These journals often with impact factors are more prestigious when scholars and their trainees are being considered for promotion or admission to graduate or postdoctoral fellowship programs and awards. The demand for excellence in scientific writing affects all writers, but this may be a particular burden for nonnative English-speaking scholars and trainees
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