Developing Feedback Literacy for Academic Journal Peer Review Narratives from Researchers in Education and Applied Linguistics

Part I State of play of journal peer review feedback research and practice

Introduction: Academics’ feedback literacy for journal peer review

Sin Wang Chong and Aurora Lixinhao Gao

1 A critical review of scholarly peer review research from feedback literacy perspective from 2000 to 2022

Chiew Hong Ng and Yin Ling Cheung

Part II Editors’ perspectives

2 Interpreting the review process in applied linguistics research

Cornelia Tschichold, Alex Boulton and Pascual Pérez-Paredes

3 Encouraging publication of two-year faculty through a collaborative, open peer review process

Thomas M. Geary

Part III Authors’ perspectives

4 Perception of academics in non-Western countries towards publishing in international peer-reviewed journals

Maxwell Peprah Opoku, William Nketsia, Fred Adusei Nsowah and Michael Amponteng

5 The role of peer review in developing my dual educator-researcher identity

Ayman Hefnawi

Part IV Early career researchers’ perspectives

6 Developing early career researcher feedback literacy: Reflective learning as catalyst

Jessica To

7 Developing novice academics’ feedback literacy: A workshop approach

Vander Viana and Maureen K. Michael

Part V Future directions

Conclusion: Feedback in journal peer review – The way forward

Sin Wang Chong and Aurora Lixinhao Gao

Biography

Sin Wang Chong is Director of Impact and Innovation at the International Education Institute, University of St Andrews, and Professor, Head of Evidence Synthesis and Chair of Research Ethics at the National Institute of Teaching in London.

Aurora Lixinhao Gao is a doctoral candidate in Applied Linguistics at the University of Cambridge, UK. Prior to her PhD, she earned a Master of Philosophy degree with distinction from the University of Cambridge. Aurora serves as Research Assistant at the Research for Equitable Access and Learning Centre, University of Cambridge, UK, and is a Fellow of the Higher Education Academy (FHEA).

'This perspicacious volume emphasises the significance and complexity of feedback literacy in journal peer review in Education and Applied Linguistics. It uniquely blends the experiences and insights of journal editors, authors, and early career researchers, offering a comprehensive exploration of the challenges and opportunities inherent in engaging with peer review feedback, as well as presenting pressing points for future directions of feedback literacy. Essential reading for researchers at all career stages, this volume provides invaluable perspectives on navigating the dynamics of academic publishing and feedback reception.'

Jim McKinley, Professor of Applied Linguistics, University College London, UK, and Editor of System

 

'Peer review is an integral part of scientific development and it triggers emotional reactions from all sides. Yet, scholars are rarely trained to constructively provide feedback or effectively engage with it. To this end, this book is undoubtedly a necessary resource for those involved in academic publishing including researchers, graduate students, journal editors, and publishers.'

Masatoshi Sato, Professor, Universidad Andrés Bello, Chile, and Editor of Language Awareness

 

'This is a book that will transform our thinking about literacy, feedback, (peer) review, and how the scholarship review of academic journals may develop its collective judgmental acumen. Its perspective(s), frameworks, and exposition offer scholars and students insights on how feedback literacy may be gleaned and enhanced from systematic review. If research is posited as systematic inquiry made public, then perhaps review may be appreciated for its potential to support assessment literacy through systematic informed judgement made accessible and educative for all learners.'

Kelvin Heng Kiat Tan, Associate Professor, National Institute of Education, Nanyang Technological University, Singapore

 

'The academic practice of peer reviewing for journals is frequently a process shrouded in mystery. Adopting the increasingly popular lens of feedback literacy, this book offers insights on peer review which should appeal to academics at all stages of their career. This book is valuable for those wishing to reflect upon and improve their own practice, to support others to participate in a core aspect of academic life, and to anyone involved in journal editing.'

Joanna Tai, Senior Research Fellow, Deakin University, Australia