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<p>This study examines the transformative impact of mentorship on three L2 English teachers in Chinese universities, focusing on their academic writing development and pursuit of publication in international journals. Over 16 sessions on a weekly basis, data were collected through observations, draft reviews, and semi-structured interviews, providing rich insights into the challenges faced by non-native English-speaking scholars in a publication-driven academic environment. The findings reveal that mentorship fosters resilience, professional identity, and confidence, enabling participants to overcome technical writing challenges and navigate cultural and systemic barriers in academic publishing. Peer collaboration further amplified learning, creating a supportive environment for addressing shared struggles. However, the study highlights persistent inequities in global academic norms, which disproportionately impact non-native writers, emphasizing the need for institutional reforms and inclusive practices. The findings underscore the significance of tailored mentorship and systemic change in fostering sustainable academic growth and equitable access to scholarly communication.</p>

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Mentorship and Academic Writing: Experiences of L2 English Teachers in Chinese Universities

  • 期刊论文

  • 发表日期：

    2025年5月21日

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  • Jing Zhao,
  • Xinmin Zheng

摘要

This study examines the transformative impact of mentorship on three L2 English teachers in Chinese universities, focusing on their academic writing development and pursuit of publication in international journals. Over 16 sessions on a weekly basis, data were collected through observations, draft reviews, and semi-structured interviews, providing rich insights into the challenges faced by non-native English-speaking scholars in a publication-driven academic environment. The findings reveal that mentorship fosters resilience, professional identity, and confidence, enabling participants to overcome technical writing challenges and navigate cultural and systemic barriers in academic publishing. Peer collaboration further amplified learning, creating a supportive environment for addressing shared struggles. However, the study highlights persistent inequities in global academic norms, which disproportionately impact non-native writers, emphasizing the need for institutional reforms and inclusive practices. The findings underscore the significance of tailored mentorship and systemic change in fostering sustainable academic growth and equitable access to scholarly communication.