ABSTRACT
With the globalisation of higher education, doctoral students and scholars from English as an additional language (EAL) backgrounds are under pressure to publish their research in leading international journals, the great majority of which are in English. Publication in Thomson Reuters Science Citation Index (SCI) indexed journals has become an important requirement for doctoral students in order for them to graduate from their programmes1 and for novice scholars to be promoted in their academic institutions (Li, 2002). An important reason for this pressure is that universities can thereby increase their visibility and advance in the national and international rankings. At the same time, the difficulties and problems facing EAL scholars when they attempt to publish their research articles (RAs) in English have been well-documented (Cheung, 2010; Cirino and Street, forthcoming; Curry and Lillis, 2004; Flowerdew, 1999a; Martín, Rey-Rocha, Burgess and Moreno, 2014). Among other things, these EAL writers very frequently have limited access to resources required to publish acceptable RAs, both material (Canagarajah, 1996), e.g. access to libraries and online journals, and discursive (Flowerdew, 1999b), e.g. difficulties in writing in English, help from native speakers of English with their manuscripts, exposure to the current conversations in the research community, and dealing with the competing demands of publishing for both domestic and international audiences (Flowerdew, 2001; Flowerdew and Li, 2007a, 2009).
