TRANSFORMING THE TEACHING OF ACADEMIC ENGLISH AND RESEARCH WRITING FOR PHD STUDENTS: FROM LANGUAGE TRAINING TO INTEGRATED RESEARCHER COMPETENCE
DOI:
https://doi.org/10.18372/2411-264X.28.21578Keywords:
Academic English, research writing, PhD students, integrated researcher competence, scholarly communication, generative artificial intelligenceAbstract
Current scholarly communication, shaped by internationalisation, digitalisation, and generative AI, requires renewed approaches to PhD students’ English-language preparation. The objective of the article is to substantiate the need for, and identify directions for transforming Academic English and research writing instruction for PhD students in light of international frameworks and Ukrainian educational practices.
Research methods. A qualitative comparative design combined theoretical synthesis, external academic benchmarking, and reflective analysis of an institutional case. Sources included studies and international framework documents; course programmes and syllabi from seven Ukrainian higher education institutions; two KAI programmes implemented in 2025; and the integrated programme of 2026. The educational documents were examined through qualitative comparative content analysis.
Results. The internationalisation and digitalisation of science, open science, changing publication practices, and generative AI were found to broaden the requirements for researchers’ English-language preparation. The Ukrainian programmes retain a language-communication and genre-writing core, while digital academic identity, international networking, the full publication cycle, open science, and responsible AI use are represented unevenly. In the updated KAI programme, language preparation and research writing are integrated with research planning, academic socialisation, publication and project activities, and digital and ethical practices.
Conclusions. The transformation involves not merely merging two courses but changing the organising principle of their content: from developing separate language and writing skills to performing interconnected tasks across the research and publication cycles. The intended outcome is an integrated English-language research and communication competence enabling PhD students to participate responsibly and effectively in contemporary scholarly communication.
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