This preliminary study investigates the relationship between authors' first languages and the quality and characteristics of English language papers. As English continues to dominate academic discourse globally, understanding how non-native speakers navigate the complexities of the language in their scholarly writing is crucial. This research aims to uncover patterns and challenges faced by authors from diverse linguistic backgrounds when publishing in English. Through a mixed-methods approach, we analyze a sample of research papers authored by individuals whose first languages vary widely. We examine linguistic features, such as syntax, vocabulary usage, and discourse structures, to identify any trends that may correlate with the authors’ native languages. Additionally, we conduct interviews with selected authors to gain insights into their experiences and perceptions regarding writing in English, including challenges related to language proficiency, cultural nuances, and access to resources. The findings reveal distinct linguistic patterns influenced by authors' first languages, highlighting specific areas where non-native speakers may struggle or excel. This study contributes to the understanding of multilingualism in academic writing and emphasizes the need for tailored support systems to assist non-native English speakers in their research endeavors. Ultimately, this research aims to foster a greater appreciation for linguistic diversity within academic publishing, encouraging more inclusive practices that acknowledge and address the unique challenges faced by authors from various linguistic backgrounds. By shedding light on this critical aspect of scholarly communication, we hope to promote a more equitable academic landscape where all voices can be effectively represented and heard.

This preliminary study investigates the relationship between authors' first languages and the quality and characteristics of English language papers.