Technology and strategy use in academic writing

Abstract

This study investigates the practices of native, native-like and non-native speakers of English in academic writing. The researchers developed and validated a survey with Likert items. The items in the survey were created using the researchers’ personal experience, the literature and an open-ended survey with three items administered to 31 researchers. The resulting survey was validated through cognitive interviewing and piloting with 30 respondents. The survey conducted with 190 participants provided comparative insight into how the three groups differ in their use of technology, strategies and dictionaries along with challenges they faced in academic writing. The results globally indicated that non-native speakers used strategies more frequently than native-like English speakers or native speakers. Similarly, the integration of technology into academic writing process and dictionary use were a favourite activity among the non-native speakers. However, all three groups of researchers experienced similar challenges in academic writing, which globally suggests that language per se is not enough for success in scholarly writing and publishing. 
 Keywords: academic writing, native speakers, non-native speakers, strategies