Title: Beyond Grammar Rules: English Proficiency and Tense Mastery as Foundational to Scholarly Writing and Publication Success
Authors: Dr. Arinaitwe Julius
Ahumuza Audrey
Volume: 10
Issue: 4
Pages: 349-356
Publication Date: 2026/04/28
Abstract:
This study investigated the relationship between English language proficiency, tense mastery, and scholarly writing and publication success among postgraduate students and early-career academic researchers in Ugandan universities. A cross-sectional survey design was employed, drawing on a sample of 320 respondents selected through stratified random sampling from five universities in Uganda. Structured questionnaires and standardized writing assessments were used to collect data on English proficiency levels, tense usage accuracy, academic writing quality, and publication outcomes. Descriptive statistics revealed that only 38.4% of respondents demonstrated high English proficiency, while 57.2% exhibited persistent tense inconsistencies in their academic writing. Bivariate analyses confirmed statistically significant positive associations between English proficiency and both writing quality (r = 0.621, p < 0.001) and publication success (r = 0.548, p < 0.001). Structural Equation Modelling (SEM) indicated that English proficiency exerted a significant direct effect on publication success (? = 0.42, p < 0.001), while tense mastery served as a significant partial mediator of this relationship (? = 0.31, p < 0.001), with the SEM model demonstrating acceptable fit indices (CFI = 0.96, RMSEA = 0.052, SRMR = 0.048). These findings underscore the indispensable role of English language competence and tense precision in determining scholarly writing quality and researchers' ability to achieve publication success. The study recommends the integration of structured academic writing courses, tense-focused language remediation programmes, and institutional publishing mentorship frameworks into postgraduate curricula across Ugandan universities.