Researcher Development Series 2021
We are pleased to announce that Dr. Sin-Wang Chong at Queen’s University, Belfast and Dr. Shannon Mason at Nagasaki University have been successful in their application to the 2020-21 BAAL Researcher Development Grant.
This online workshop series will focus on feedback of peer review for Applied Linguistics journals.
There will be a total of five workshops, which aim to offer support to BAAL postgraduate (master’s and doctoral) and early career researchers in Applied Linguistics and Language Education to navigate the journal peer-review process. The workshops are open to all BAAL members to register.
|Workshop||Title||Guest speaker||Day||Time (UK)|
|1||How to Respond to Journal Peer-Reviewers’ Feedback? An Applied Linguistics Editor’s Perspective||Dr. Luke Plonsky||05 February 2021||1:30-3:00pm|
|2||How to Respond to Journal Peer-Reviewers’ Feedback? A Language Education Journal Editor’s Perspective||Professor Hayo Reinders||05 March 2021||9:00-10:30am|
|3||How to Respond to Journal Peer-Reviewers’ Feedback? A Tale of Two ECRs||Dr. Shanon Mason & Dr. Sin Wang Chong||02 April 2021 (Friday)||1:30-3:00pm|
|4||How to Give Constructive Feedback as a Journal Peer-Reviewer? A Tale of Two ECR Reviewers||Dr. Shanon Mason & Dr. Sin Wang Chong||30 April 2021 (Friday)||1:30-3:30pm|
|5||Training the Next Generation of Journal Peer-Reviewers: An Interdisciplinary Dialogue||TBC – Representatives from the Higher Education Research and Development Journal’s editorial board||04 June 2021 (Friday)||1:30-3:30pm|
The workshops are open to all BAAL members to register, and specific registration information will be circulated in the BAAL mailing list.
About the events: An overview
The peer-review process is central to scholarly publishing and has been the longstanding method by which research knowledge is developed and enhanced. Because of its position as the central process through which research is vetted and refined, peer review should play a similarly central role in researcher training, although it rarely features. In particular, training and support provided to the most at-risk group in the peer-review process, that is, doctoral students and early-career researchers (ECRs), is minimal. Regardless of academic disciplines, doctoral students and ECRs are expected to publish high-quality research in high-impact journals to secure a tenured position in academia; at the same time, some of them are invited to serve as peer reviewers for journals. Both of these experiences require doctoral students and ECRs to be feedback literate – having the capacity and skills to respond to and give feedback.
In universities, training opportunities available for doctoral students and ECRs mainly focus on writing for publication. For instance, workshops and writing retreats are offered. Usually, these programmes focus on academic writing and research skills; but not on practical tips and strategies for addressing peer reviewers’ feedback, let alone giving feedback as peer reviewers. Online peer-review trainings are also offered by some international publishers (e.g., Wiley, Taylor & Francis, Elsevier). Nevertheless, a close look at these online training modules reveals that they tend to be generic, catering for all academic disciplines, and focus on the logistics of the review process but not on developing young researchers’ feedback literacy in the process. Because of the lack of peer-review feedback training available, it will be extremely beneficial to doctoral students and ECRs in applied linguistics to engage in dialogues with different stakeholders in this rather mystified process, including journal editors, peer reviewers, and authors. This serves as the impetus for organising a workshop series on feedback in the peer-review process of applied linguistics journals. Through workshops led by journal editors, peer reviewers, and authors, participants can expect to become more proficient in peer-review feedback by learning from first-hand experiences, feedback examples, and practical tips.
Addressing a topic at the core of academics’ lives and with speakers from Asia, Australia, New Zealand, United Kingdom, and USA, the workshop series will appeal to attendees in different disciplines and institutions.