ABSTRACT
The chapter aims to provide insight into the facilitation and function of editorial peer review (EPR) at English-medium science journals in the semiperiphery context, Taiwan. Editorial committee members of 38 Taiwan-based basic and applied sciences journals were surveyed to understand their views on EPR, especially regarding authors’ performance and challenges and how the journal may support them. Findings indicate respondents believe authors implicitly learn skills that increase scientific publication success but not necessarily those they believe most critical: having an original topic with proper methodology and choosing an appropriate journal. Respondents tended to view an efficient review process as the way to facilitate authors’ success, but supporting them through practical training does not seem to be an obvious approach to most respondents. The chapter concludes by proposing two measures journals could adopt to make critical lessons of EPR more explicit for authors.
