Questions surrounding language(s) of instruction and knowledge production remain central to debates on rethinking higher education in Africa. However, empirical research has largely focused on teaching and learning, with few studies exploring the implications for research and scholarly publishing. This study examines the ubiquitous use of English in research publishing through a case study of a public research-oriented university in Ethiopia. Drawing on semi-structured interviews with academic staff members and university leaders and framed by decolonial perspectives, the study revealed ambivalent perceptions regarding English as the “lingua franca” of scientific communication. It highlighted the benefits of English, such as facilitating access to global scientific literature and international visibility, as well as the challenges it poses by constraining research quality and university-community engagement. The adverse effects of the requirement to publish in English were more acute for early-career researchers, including doctoral students. These findings also underscored the necessity of developing multilingual research publishing ecosystems that accommodate African languages.