The data were subject to iterative thematic analysis, and interpreted in light of the theoretical constructs of academic discourse socialization (Duff, 2010), and identity and investment (Darvin & Norton, 2015).įindings indicate that learning how to academically write a paper - i.e., discursive and generic dimensions of writing for publication (e.g., Habibie, 2016 Huang, 2010 Li, 2007) - is arguably important yet not sufficient in getting published. Additionally, 27 editors and editorial boards members of well-known journals in applied linguistics and language education were interviewed to triangulate their perspectives with the experiences of the doctoral students in the study. In this 16-month, multiple-case study on four - two Anglophone and two EAL - doctoral students in language education at a Canadian university, questionnaires, multiple semi-structured interviews, submission trajectories, and communications with journal editors and reviewers were used as the chief sources of data. Moreover, little research thus far has compared the perspectives and practices of novices vis-à-vis established scholars in writing for publication. However, there is a paucity of longitudinal research that compares the publication processes and practices of EAL and Anglophone doctoral students. Extant empirical literature has tended to predominantly focus on impediments facing English as an Additional Language (EAL) doctoral students (e.g., Ho, 2017 Li, 2007 Lillis & Curry, 2010) in getting published, although recent research has also attended to issues encountered by Anglophone doctoral students in academic publication (Habibie, 2016). Given the paramount importance of publication in academia, socialization of novice scholars into scholarly publication has received increasing scholarly attention.
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