Iranian doctoral students’ shared experience of English-medium publication: the case of humanities and social sciences

Nejad, Ali Mansouri; Qaracholloo, Mahmoud; Rezaei, Saeed

doi:10.1007/s10734-019-00478-1

Cited by 9 publications

(5 citation statements)

References 34 publications

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“…The reviewed studies provided evidence that publication requirements and regulations (‘policies’ in this synthesis) prescribed by government agencies, or affiliated institutions had an impact on authors' journal selection (Nelson & Eggett, 2017; Peekhaus & Proferes, 2016). Some policies were even perceived as a type of submission pressure (Mansouri Nejad et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

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Factors affecting authors' manuscript submission behaviour: A systematic review

Xie

Jianjun

et al. 2023

Learned Publishing

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As an important medium of science communication, academic journals promote the flow and growth of scientific knowledge. To examine the influence of factors on authors' choice of a journal, this paper reviews the literature on journal selection. A systematic review and critical interpretive synthesis methods were used in this study. A total of 132 articles were included and the content characteristics were extracted. Then, based on behavioural decision theory, the extracted data on journal selection factors were synthesized based on critical interpretive synthesis principles. Four synthetic constructs emerged: factors related to information acquisition, factors related to journal evaluation, factors related to submission outcome feedback, and factors related to the authors' backgrounds. The articles revealed that factors related to journal information acquisition and journal evaluation directly influenced authors' submission behaviour, while factors related to authors' backgrounds were moderating variables. Future research should focus on the processes of manuscript‐submission behaviour, to examine the relationships between the factors and identify the mechanisms.

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Section: Resultsmentioning

confidence: 99%

“…Proferes, 2016). Some policies were even perceived as a type of submission pressure (Mansouri Nejad et al, 2019).…”

Section: Policiesmentioning

confidence: 99%

Factors affecting authors' manuscript submission behaviour: A systematic review

Xie

Jianjun

et al. 2023

Learned Publishing

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“…Lack of confidence as an L2 writer, unawareness of potential problems of plagiarism, biased comments by editors and reviewers, etc., are additional themes that Maniati and Jalalifar (2018) report in their study. Nejad et al (2020) add that Iranian PhD researchers are strongly motivated to publish in English, but they too report both discursive and non-discursive obstacles in getting their work out in English-medium journals. They mention networking and support from experienced colleagues as crucial in the success of this exercise.…”

Section: Injustices In Academic Publishing In English: Both Linguisti...mentioning

confidence: 99%

“…In this article, we present and discuss data collected among a group of doctors at a medical university in northern Iran. A focus on Iran is granted because, until now, very few studies have looked into the topic of academic publishing in English in this context (cf., Maniati & Jalilifar, 2018;Mirhosseini & Shafiee, 2019;Nejad et al, 2020); in addition, and at a more general level, English in Iran is symbolically associated with access to higher education and a connection to the wider world (Piller, 2010). However, as much as it may be valued as a resource in academic contexts, not all forms of English carry the same weight, meaning that knowing English in itself might not be enough to grant a speaker (or writer) a purported connection to the wider world, or to academic publication outlets more specifically.…”

Section: Introductionmentioning

confidence: 99%

The Injustice of Academic Publishing in English: Iranian Medical Doctors’ Narrated Experiences

Shamsaee,

Shams,

Soler

2024

ESP Today

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The aim of the present study is to investigate the conceptions and beliefs of Iranian medical faculty members and their experiences in academic publishing in English. There has been a recent and heated controversy over the weight or even the very reality of such biases in the literature of publication research. To contribute to the debate from an empirical perspective, we approached 40 publishing Iranian faculty members (aged from 30 to 62) and elicited their narrated experience as writers/authors dealing with the perceived inequalities in scientific publication in English. Through thematic analysis, four categories were identified as the loci of interaction between the participants' self as micro academic agents and the macro agents in the academic community: 1) plagiarism and unauthenticity; 2) editing and inferiority; 3) journals' criteria and submission; and 4) reliance on students and seniority. In addition, semantic analysis of the adjectives used in the participants' narrated experience revealed self-image profiles that show how the faculty members perceive their authorial self in connection to the perceived structural and linguistic injustice in academic publishing. The findings suggest that linguistic (discursive) and structural (non-discursive) injustices in academic publishing are closely intertwined and must be investigated as such.

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“…The responsibility to avoid ambiguity in their textual content underscores their obligation to adhere to rigorous standards [15]. Due to its demanding nature, doctoral writing has been studied by many researchers and it has been approached from different perspectives, including supervisory [16][17][18], pedagogical [2,3,[19][20][21][22][23][24], and contextual perspectives ( [25][26][27][28][29][30], as well as what challenges they pose [1,23,31], how they impact students' well-being [32,33] and development over time [34,35]. However, very few studies have explored how NNES doctoral students' self-perceived their EAW abilities at the starting point and at a later point in their PhD studies.…”

Section: Introductionmentioning

confidence: 99%

How international doctoral students’ fields of study, proficiency in English and gender interact with their sense of making progress in English academic writing abilities

Phyo,

Nikolov,

Hódi

2023

PLoS ONE

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This study investigates how non-native English-speaking (NNES) doctoral students self-assess their English academic writing (EAW) abilities. A total of 255 international NNES students, hailing from 49 different countries and speaking 48 mother tongues, voluntarily participated in our study. They were enrolled in 65 PhD programs at 14 universities across Hungary during the 2021–2022 academic year. To address our research aim, we developed a survey using a 6-point Likert scale, following the guidelines of Dörnyei and Dewaele (2022). The survey focused on self-assessing their abilities to write academic texts in English. The analysis results indicate that students lacked confidence in their EAW abilities at the beginning of their PhD studies but exhibited increased confidence at the current stage. The results also highlight the influence of gender and English language proficiency on EAW self-assessments. Additionally, senior PhD students demonstrated greater confidence in field-specific lexical knowledge compared to their first-year peers. This study highlights the fact that NNES novice writers lacked the necessary EAW skills upon entering their PhD programs, making it challenging for them to start doctoral-level writing immediately. This underscores the need for comprehensive support that encompasses both enhancing English language proficiency and providing academic writing assistance.

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Iranian doctoral students’ shared experience of English-medium publication: the case of humanities and social sciences

Cited by 9 publications

References 34 publications

Factors affecting authors' manuscript submission behaviour: A systematic review

Factors affecting authors' manuscript submission behaviour: A systematic review

The Injustice of Academic Publishing in English: Iranian Medical Doctors’ Narrated Experiences

How international doctoral students’ fields of study, proficiency in English and gender interact with their sense of making progress in English academic writing abilities

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