Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 1، دوره 42، شماره 2، مرداد 2023، صفحه 1-23 اصل مقاله (1.16 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2023.45241.3161 | ||
| نویسندگان | ||
| Zahra Alimorad* ؛ Mostafa Tajgozari | ||
| Shiraz University | ||
| چکیده | ||
| This study sought to investigate how doctoral candidates are positioned by journal editors and reviewers and how they establish their own position while attempting to get published, as well as the challenges and opportunities they confront throughout this process. Data were gathered from two doctoral candidates at a public university employing a mixed-methods conversion design whose qualitative phase was a multiple case study. In-depth interviews, metalinguistic commentary, and document analysis were used to track the positioning patterns. Data analysis utilizing the Appraisal model revealed that doctoral candidates were perceived as novice researchers by journal editors and reviewers. In addition, doctoral candidates’ own positioning gradually shifted from being novice and intolerant researchers to being independent and tolerant ones. Moreover, the findings revealed that doctoral candidates face different challenges during the process of writing for publication, which makes this process more difficult for them. Based on the interviews, different requirements from different journals, obligations, limited sources of help, and lack of experience were among the most important challenges the participants had to deal with. On the other hand, they mentioned that publication provided them with the chance of expressing themselves and having their own voice, which could be considered as an opportunity in this process. | ||
| کلیدواژهها | ||
| Appraisal Theory؛ Doctoral Candidates؛ Iran؛ Ppositioning؛ Writing for Publication | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 331 تعداد دریافت فایل اصل مقاله: 236 |
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