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

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.