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

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Title: Mentorship and Academic Writing: Experiences of L2 English Teachers in Chinese Universities.
Authors: Zhao, Jing1,2 (AUTHOR) zhaojing@fzu.edu.cn, Zheng, Xinmin3 (AUTHOR) sxmzheng@shisu.edu.cn
Source: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Dec2025, Vol. 34 Issue 6, p2035-2044. 10p.
Subject Terms: *Academic discourse, *English teachers, *Collaborative learning, Mentoring, Chinese people, Non-English speaking people, Reforms
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Mentorship and Academic Writing: Experiences of L2 English Teachers in Chinese Universities.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+people%22">Chinese people</searchLink><br /><searchLink fieldCode="DE" term="%22Non-English+speaking+people%22">Non-English speaking people</searchLink><br /><searchLink fieldCode="DE" term="%22Reforms%22">Reforms</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s40299-025-01012-x
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 2035
    Subjects:
      – SubjectFull: Academic discourse
        Type: general
      – SubjectFull: English teachers
        Type: general
      – SubjectFull: Collaborative learning
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      – SubjectFull: Mentoring
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      – SubjectFull: Chinese people
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      – SubjectFull: Non-English speaking people
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      – SubjectFull: Reforms
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      – TitleFull: Mentorship and Academic Writing: Experiences of L2 English Teachers in Chinese Universities.
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              M: 12
              Text: Dec2025
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              Y: 2025
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