Monograph v. Manuscript: Exploring the Factors That Influence English L1 and EAL Candidates' Thesis-Writing Approach

Autor/inn/en	Liardét, Cassi L.; Thompson, Luke
Titel	Monograph v. Manuscript: Exploring the Factors That Influence English L1 and EAL Candidates' Thesis-Writing Approach
Quelle	In: Higher Education Research and Development, 41 (2022) 2, S.436-449 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liardét, Cassi L.) ORCID (Thompson, Luke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1852394
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Doctoral Dissertations; Doctoral Students; Competition; Writing for Publication; Native Language; English (Second Language); Decision Making; Language Usage; Student Attitudes; Foreign Students; Study Abroad; Comparative Analysis + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Wettkampf; English as second language; English; Second Language; Englisch als Zweitsprache; Decision-making; Entscheidungsfindung; Sprachgebrauch; Schülerverhalten; Studies abroad; Auslandsstudium
Abstract	Writing a doctoral thesis "with" publications or "by" publication (TBP) has become an increasingly popular choice for PhD candidates seeking a competitive edge in the post-doctoral job market. However, many candidates continue to write traditional chapter monographs. While research into the TBP has steadily grown over the past two decades, there remains few studies examining candidates' decision to write traditional theses. Further, despite the widely documented increase of international candidates pursuing their PhDs in OECD countries, there is very limited research examining what role, if any, a candidate's language background has on the thesis-medium decision. The present study seeks to explore the factors both 'native' English (L1) and English as an Additional Language (EAL) candidates consider when choosing which thesis-writing approach to adopt. It reports on questionnaire data from 75 PhD candidates, supported with qualitative interview data from fourteen of those candidates and four doctoral supervisors. We found that EAL candidates were almost twice as likely to pursue a TBP whereas their English L1 peers equally pursued the two thesis-writing approaches. We report in depth on the reasons candidates cite for their chosen approach and discuss how an understanding of their decision-making process may better inform doctoral candidate orientation, support and training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01