Technology and strategy use in academic writing: Native, native-like versus non-native speakers of English

Abstract

This study investigates the practices of native, native-like and non-native English-speaking researchers in academic writing. The researchers developed a survey with Likert-type items, which were created using the researchers’ personal experience, the bibliography of the field, and an initial open-ended questionnaire administered to 31 researchers. The resulting survey was validated through cognitive interviewing and piloting with 30 respondents. The validated version was administered to 249 respondents to gain comparative insights into how the three groups differ in their use of technology, strategies and dictionaries along with challenges they face in academic writing. The results globally indicated that non-native English-speaking researchers used strategies more frequently than native-like English-speaking or native English-speaking researchers. Similarly, non-native English-speaking researchers mostly preferred the integration of technology into academic writing process and dictionary use. 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.