EAL scholars' experiences of writing for publication in English: A meta-ethnographic synthesis of qualitative evidence

IF 2.7 1区文学 Q1 LINGUISTICS

English for Specific Purposes Pub Date : 2025-09-11 DOI:10.1016/j.esp.2025.09.001

Mingyu Li , Fengqiang Wang

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引用次数: 0

Abstract

This meta-ethnographic synthesis integrates qualitative findings from 26 empirical studies exploring English-as-an-additional-language (EAL) scholars' experiences of writing for publication in English (WPE). It identified three key elements shaping these experiences, including the motivation behind WPE, encompassing both personal aspirations and institutional pressures; insecurity about WPE, stemming from uneven institutional support, biased journal gatekeeping, and professional and linguistic self-doubt; and coping strategies for WPE, including seeking support from multiple sources, metacognitive reflection, and alternative, sometimes critical, approaches. Together, these findings reveal how systemic constraints can exacerbate scholars' anxieties, while adaptive strategies underscore EAL researchers’ resilience. The study contributes a more integrative conceptual framework linking these aspects to illustrate the complexities of WPE. It concludes by highlighting the need for institutional reforms, broader recognition of diverse publication outputs, and inclusive editorial policies.

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EAL学者的英文出版写作经验：质性证据的元民族志综合

这一元民族志综合综合了26项实证研究的定性发现，这些研究探索了英语作为附加语言（EAL）学者以英语写作出版（WPE）的经历。它确定了形成这些经验的三个关键因素，包括WPE背后的动机，包括个人愿望和体制压力；对WPE的不安全感，源于不均衡的机构支持、有偏见的期刊把关，以及专业和语言上的自我怀疑；以及WPE的应对策略，包括寻求多种来源的支持、元认知反思和替代（有时是批判性的）方法。总之，这些发现揭示了系统约束如何加剧学者的焦虑，而适应性策略则强调了EAL研究人员的弹性。该研究提供了一个更综合的概念框架，将这些方面联系起来，以说明WPE的复杂性。报告最后强调，需要进行机构改革，更广泛地承认出版产出的多样性，并制定包容性的编辑政策。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

English for Specific Purposes LINGUISTICS-

CiteScore

5.70

自引率

8.00%

发文量

审稿时长

62 days

期刊介绍： English For Specific Purposes is an international peer-reviewed journal that welcomes submissions from across the world. Authors are encouraged to submit articles and research/discussion notes on topics relevant to the teaching and learning of discourse for specific communities: academic, occupational, or otherwise specialized. Topics such as the following may be treated from the perspective of English for specific purposes: second language acquisition in specialized contexts, needs assessment, curriculum development and evaluation, materials preparation, discourse analysis, descriptions of specialized varieties of English.