Teaching Academic Writing for Publication in ELT: Bridging Students’ Classroom Writing to Scholarly Journal Publication

Evi Safitri Yulandari; Zihori Maulida; Ernaini Ernaini

doi:10.61924/jasmin.v4i2.99

Authors

Evi Safitri Yulandari English Education Program, Institut Pendidikan Nusantara Global, Indonesia
Zihori Maulida English Education Program, Institut Pendidikan Nusantara Global, Indonesia
Ernaini English Study Program of Institut Pendidikan Nusantara Global, Indonesia

DOI:

https://doi.org/10.61924/jasmin.v4i2.99

Keywords:

Academic Writing, ELT, Publication, EFL Students, ERPP

Abstract

Academic writing has become an essential skill for university students, particularly in English Language Teaching (ELT), where publication in international journals is increasingly required. However, many English as a Foreign Language (EFL) students face significant challenges in transforming classroom writing into publishable academic articles. This study aims to explore the gap between classroom-based academic writing and publication-oriented writing and to propose an instructional framework to address this issue. This research employed a qualitative descriptive design involving students and lecturers in an ELT program. Data were collected through document analysis, classroom observation, and semi-structured interviews. The findings reveal that students encounter difficulties in linguistic accuracy, rhetorical organization, and understanding academic genre conventions. Additionally, traditional English for Academic Purposes (EAP) instruction is insufficient to prepare students for publication demands. The study proposes a publication-oriented academic writing model integrating genre-based instruction, process writing, and English for Research Publication Purposes (ERPP). The study concludes that academic writing instruction should shift from assignment-oriented practices to publication-oriented pedagogy to enhance students’ scholarly communication skills.

References

Basturkmen, H. (2020). Developing courses in English for specific purposes (2nd ed.). Palgrave Macmillan.

Belcher, D. (2019). What ESP is and can be: An introduction. English for Specific Purposes, 54, 1–3. https://doi.org/10.1016/j.esp.2018.11.001

Cargill, M., & O’Connor, P. (2021). Writing scientific research articles. Wiley.

Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T., & Swann, J. (2020). Teaching academic writing: A toolkit for higher education (2nd ed.). Routledge.

Corcoran, J. (2022). Academic publishing challenges. Applied Linguistics Review, 13(3), 200–215.

Flowerdew, J., & Habibie, P. (2023). Academic writing practices in EFL contexts. English for Specific Purposes, 70, 1–12.

Hyland, K. (2021). Teaching and researching writing. Routledge.

Hyland, K., & Jiang, F. (2023). Academic publishing trends. Journal of English for Academic Purposes, 62, 101–120.

Jenkins, J., & Mauranen, A. (2024). World Englishes in academic contexts. Applied Linguistics, 45(2), 150–170.

Lillis, T., & Curry, M. J. (2021). Academic writing in a global context: The politics and practices of publishing in English (2nd ed.). Routledge.

Swales, J. M., & Feak, C. B. (2022). Academic writing for graduate students (4th ed.). University of Michigan Press.

Tardy, C. M. (2020). Genre-based writing: What every ESL teacher needs to know. University of Michigan Press.

Wang, L., & Kew, S. (2025). Blended learning in academic writing. Educational Technology Journal, 20(2), 90–110.

Wingate, U. (2020). Academic literacy across the curriculum: Towards a collaborative instructional approach. Language Teaching, 53(3), 349–364. https://doi.org/10.1017/S0261444819000399

Zhai, Y., & Razali, A. (2023). Genre-based pedagogy in writing. ELT Journal, 77(4), 350–365.