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

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 s

SUBMITTER: Phyo WM 

PROVIDER: S-EPMC10745157 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature