Scholarly discourse: the growth of English for Research Publication Purposes
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Ken Hyland
Ken Hyland is an Honorary Professor at the University of East Anglia. He has published 290 articles and 29 books on writing and academic discourse with 89,000 citations on Google Scholar. According to the Stanford/Elsevier analysis of the Scopus database, he is the most influential scholar in language and linguistics (2022 and 2023). A collection of his work was published as
the Essential Hyland (Bloomsbury, 2018) and a 4th edition of hisTeaching and Researching Writing was published in 2022 with Routledge. He was founding co-editor of theJournal of English for Academic Purposes and was co-editor ofApplied Linguistics. 
and
Feng (Kevin) Jiang
Abstract
English for Research and Publication Purposes (ERPP) has rapidly emerged as a productive area of second language writing research as the number of academics, journals and articles has exploded across the world. In this paper we use bibliometric methods to track changes in published work in ERPP over the last 40 years. Based on all 4,354 articles on the topic in Web of Science indexed journals between 1982 and 2022, we show what research themes have been most popular and which authors, publications and source countries have been most influential. The results indicate a shift away from a focus on pedagogical issues and classroom practices towards emerging academic publishing contexts such as open access, knowledge production and collaborative learning. This maturation of the field is also revealed in the growing concern with diverse research methods, with practitioner development, and with issues in higher education. Swales, Hyland, Halliday, Flowerdew and Biber are prominent in both author and publication lists, with a greater number of specialists in academic writing after 2008. The results also show a widening researcher base and the growing importance of Asian countries, particularly China. These findings may be of interest to writing professionals working in Higher Education.
About the author
Ken Hyland is an Honorary Professor at the University of East Anglia. He has published 290 articles and 29 books on writing and academic discourse with 89,000 citations on Google Scholar. According to the Stanford/Elsevier analysis of the Scopus database, he is the most influential scholar in language and linguistics (2022 and 2023). A collection of his work was published as the Essential Hyland (Bloomsbury, 2018) and a 4th edition of his Teaching and Researching Writing was published in 2022 with Routledge. He was founding co-editor of the Journal of English for Academic Purposes and was co-editor of Applied Linguistics.
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Conflict of interest: The authors declare that they have no conflict of interest and received no funding for this project.
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Articles in the same Issue
- Frontmatter
- Research Articles
- Exploring undergraduate EFL students’ growth in knowledge of elements in argumentation and their writing performance
- Sustainability as a business opportunity: a corpus-assisted discourse analysis of sustainable finance discourse
- Follow-up contributions for collaboratively accomplishing peer feedback in video-mediated L2 interactions
- Leveraging mutually shared knowledge through translanguaging in EMI classrooms: combining multimodal conversation analysis with interpretative phenomenological analysis
- Thinking through “in-betweenness”: a conversation with Suresh Canagarajah on decolonizing language education and research in South Asia
- Using the L1 to disambiguate L2 vocabulary: examining the effects on learning burden and decay with Chinese learners of English
- I can do it: a positive psychology perspective on the development of self-efficacy in the EFL context
- Integrating antiracist pedagogy in a Korean EFL classroom: a participatory approach to racial awareness and critical education
- Scholarly discourse: the growth of English for Research Publication Purposes
- Enhancing second language motivation and facilitating vocabulary acquisition in an EFL classroom through translanguaging practices
- Expandability and temporality in translanguaging spaces: a space-centred systematic observation of Kongish Daily
- “Working out” the longitudinal development and factors that influence phrasal verb knowledge for study-abroad learners in the UK
- Does isomorphism boost heritage speakers’ sentence processing? A case of Korean active transitive and suffixal passive constructions
- Refusing gifts in Chinese: a linguistic analysis integrating interaction ritual, expressions and speech acts
- Translanguaging as an emotional assessment practice: unveiling Chinese EFL students’ perceptions and experiences
- The relationship between oral expression, gesture and sign language in objectification of mathematical concepts; hard of hearing student example
- Review Article
- Boredom and achievement in L2 learning: a meta-analysis
- Research Article
- Unraveling the local tapestry: exploring English language learning motivations in Taiwan’s unique cultural landscape
Articles in the same Issue
- Frontmatter
- Research Articles
- Exploring undergraduate EFL students’ growth in knowledge of elements in argumentation and their writing performance
- Sustainability as a business opportunity: a corpus-assisted discourse analysis of sustainable finance discourse
- Follow-up contributions for collaboratively accomplishing peer feedback in video-mediated L2 interactions
- Leveraging mutually shared knowledge through translanguaging in EMI classrooms: combining multimodal conversation analysis with interpretative phenomenological analysis
- Thinking through “in-betweenness”: a conversation with Suresh Canagarajah on decolonizing language education and research in South Asia
- Using the L1 to disambiguate L2 vocabulary: examining the effects on learning burden and decay with Chinese learners of English
- I can do it: a positive psychology perspective on the development of self-efficacy in the EFL context
- Integrating antiracist pedagogy in a Korean EFL classroom: a participatory approach to racial awareness and critical education
- Scholarly discourse: the growth of English for Research Publication Purposes
- Enhancing second language motivation and facilitating vocabulary acquisition in an EFL classroom through translanguaging practices
- Expandability and temporality in translanguaging spaces: a space-centred systematic observation of Kongish Daily
- “Working out” the longitudinal development and factors that influence phrasal verb knowledge for study-abroad learners in the UK
- Does isomorphism boost heritage speakers’ sentence processing? A case of Korean active transitive and suffixal passive constructions
- Refusing gifts in Chinese: a linguistic analysis integrating interaction ritual, expressions and speech acts
- Translanguaging as an emotional assessment practice: unveiling Chinese EFL students’ perceptions and experiences
- The relationship between oral expression, gesture and sign language in objectification of mathematical concepts; hard of hearing student example
- Review Article
- Boredom and achievement in L2 learning: a meta-analysis
- Research Article
- Unraveling the local tapestry: exploring English language learning motivations in Taiwan’s unique cultural landscape
