The following submission is part of the researcher's commitment to empowering students to claim their rightful place in global knowledge production by equipping them with the tools, strategies, and confidence to write effectively within their disciplines, affirming that they can write that and that their voices matter.

The ability to communicate effectively in written English is indispensable for doctoral students, especially those working within STEM disciplines who, despite their high levels of technical expertise, may lack linguistics knowledge of the foreign language, making it very difficult to publish their research. These challenges range from grammatical accuracy and rhetorical conventions to genre-specific expectations, stylistic nuances, and the implicit cultural assumptions embedded within scholarly discourse. While there is some institutional support, they often fail to address the unique intersection of linguistic, disciplinary, and affective needs that EFL PhD students in STEM fields encounter.

This proposed online presentation introduces and critically reflects on an online EFL writing workshop designed specifically for PhD students in STEM disciplines at a university in Chile. Developed in response to the persistent demand for flexible, discipline-sensitive, and confidence-building writing support, the workshop aims to bridge the gap between technical knowledge and effective scholarly communication in English. The work structure is grounded in three main pillars: (1) targeted instruction in genre conventions relevant to STEM writing (such as research articles, abstracts, conference papers, and grant proposals); (2) explicit focus on language accuracy, coherence, and argumentation strategies; and (3) a collaborative, process-oriented learning environment that fosters peer feedback, instructor scaffolding, and opportunities for iterative drafting and revision. To maximize accessibility and accommodate the demanding schedules of doctoral students, the program is delivered entirely online through a combination of synchronous sessions, asynchronous modules, and interactive digital platforms.
An essential innovation of the workshop lies in its integration of metacognitive training and affective support. Recognizing that writing anxiety, fear of negative evaluation, and linguistic insecurity can significantly impede EFL students’ productivity and confidence, the workshop incorporates activities designed to build self-efficacy, develop revision habits, and demystify academic gatekeeping. By creating a low-stakes, supportive learning community, participants are encouraged to experiment with language, negotiate meaning, and gradually appropriate disciplinary discourses.

By sharing the design, implementation, and evaluation of YOU CAN WRITE THAT: ONLINE EFL WRITING WORKSHOP FOR PHD STUDENTS IN STEM ENVIRONMENTS, this presentation seeks to contribute to ongoing conversations about academic writing instruction for multilingual scholars in STEM environments. It advocates for a shift from generic language support toward tailored, research-embedded writing interventions that acknowledge the complex realities of scholarly communication in English as a global lingua franca. In doing so, it underscores the vital role that writing plays not only in individual academic success but also in shaping more equitable and inclusive research communities worldwide.

Keywords: STEM, Writing through Mentoring, EFL.