Supervisor as coauthor in writing for publication: Evidence from a cohort of non-native English-speaking Master of Education students

Existing studies on writing for publication have focused doctoral students and junior scholars, leaving those non-native English-speaking (NNES) Master’s understudied. This article presents a case study of the challenges coping strategies shared by six purposively selected NNES students, who each successfully published in an international academic journal with their supervisor. Semi-structured interviews were conducted supervisor, research proposals, manuscripts publications collected analysed. The results indicated that: (1) topics co-constructed supervisor laid solid foundation success publication; (2) all demonstrated long-term commitment to academia proactively coped numerous during writing-for-publication processes; (3) ‘supervisor as coauthor’ was found be successful strategy, co-revision at its core.