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Article published In: Journal of English for Research Publication Purposes
Vol. 3:2 (2022) ► pp.169–197

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Reflections on the perceived longer-term impact of an ERPP course

 | York University
Published online: 1 December 2022
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https://doi.org/10.1075/jerpp.21015.cor
Abstract
Research-intensive universities in the global peripheries have begun to mount English for research publication purposes (ERPP) initiatives to increase plurilingual scholars’ publishing success. Though research into pedagogical initiatives is still limited, investigations of such programs can provide researchers with a greater understanding of the broader experiences and perspectives of scholars as well as the potential impact of interventions on course participants’ scholarly writing. Answering the call for more longitudinal work in ERPP, this article outlines a small-scale, qualitative investigation of the perceived impact of an intensive ERPP course at a Mexican university on two environmental scientists’ research writing five years following course completion. Data analysis included systematic review of participant CVs, as well as semi-structured interviews with two plurilingual EAL scientists and two ERPP practitioners connected to the ERPP course. Employing a critical plurilingual lens, this article discusses findings that not only outline the perceived impact of the intervention on these scientists’ research writing at different stages of their academic trajectories, but also highlight the plurilingual nature of their evolving scholarly practices. The article culminates with data-driven suggestions for plurilingual conceptualization and enactment of scholarly writing pedagogies, policies, and research agendas.
Article outline
  • 1.Introduction
    • 1.1English for research publication purposes: Challenges and responses
    • 1.2Mexico university (MU) ERPP course
    • 1.3Pluralizing and extending research into ERPP pedagogies
  • 2.Methodology
    • 2.1Participants, data collection, and data analysis
  • 3.Findings
    • 3.1Emiliano: Research writing outcomes, beliefs, and practices
    • 3.2Gabriela: Research writing outcomes, beliefs, and practices
    • 3.3Janet
    • 3.4Elizabeth
  • 4.Discussion
    • 4.1Scholarly writing beliefs
    • 4.2Scholarly writing outcomes
    • 4.3Scholarly writing practices
  • 5.Conclusions: Ethical imperatives and pluralizing ERPP
  • Acknowledgements
  • Notes
  • References
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