How did you become a member of the editorial board?
I was invited to join the editorial boards of both ECNU Review of Education (SAGE Publishing) and TESOL Quarterly (WILEY) in recognition of my research contributions and international collaborations in applied linguistics and education.
For ECNU Review of Education, my appointment came through a direct recommendation by Professor Mark Bray, a leading scholar in the field and a collaborator with whom I have previously co-published. The journal’s editorial team indicated that my expertise in shadow education and multilingualism aligned well with their scope and strategic direction.
Regarding TESOL Quarterly, I received a formal invitation from the co-editors based on my research profile and scholarly contributions to TESOL and applied linguistics. The selection process for the board is highly selective and aims to include experts across diverse subfields, and I was invited to contribute as a reviewer and advisor, including participating in manuscript reviews and special-issue decisions. Overall, these appointments reflect both the visibility of my research internationally and my active engagement in high-quality publications and collaborations within the field.
What does it mean in practice to be a member of the editorial board in your journal?
In practice, serving on the editorial boards of journals such as TESOL Quarterly and ECNU Review of Education entails three main responsibilities. First, I review manuscripts and provide constructive feedback to ensure they meet high academic standards. Second, I contribute to decisions on special issues and emerging research directions. Third, I participate in editorial discussions and meetings as needed. Hence, the role focuses on maintaining quality, supporting authors, and contributing to the field's development.
How does your work on the editorial board influence the development of your field? Are there any important topics you promote? Have you faced difficult decisions?
Through my role on the editorial boards of TESOL Quarterly and ECNU Review of Education, I contribute to shaping the field by supporting research that is theoretically grounded, methodologically rigorous, and socially relevant. The review process allows me to encourage work that pushes beyond descriptive studies toward deeper analytical and critical engagement. At the moment, I see growing importance in areas such as multilingualism, language learning beyond English, equity in education, and the impact of shadow education. I also try to support research that engages with power, identity, and ideology, particularly in underrepresented contexts like Central Asia and the Middle East. In terms of difficult decisions, there are cases where a manuscript has a strong idea but methodological limitations. In such situations, I aim to balance fairness and rigour by providing constructive feedback and recommending revision when there is clear potential, while also maintaining the journal’s standards. Overall, I see the role as both gatekeeping and mentoring, ensuring quality while supporting the development of emerging scholarship.
What research trends have you observed? What distinguishes strong from weak articles? What common mistakes do authors make?
Through my work with TESOL Quarterly and ECNU Review of Education, I have observed a clear shift toward more theoretically informed and context-sensitive research. There is increasing interest in multilingualism, identity, equity, and language learning beyond English, as well as studies that connect local contexts to global debates. A strong academic article today is one that makes a clear and original contribution, is well-grounded in an appropriate theoretical framework, and demonstrates methodological rigour. It should not only describe findings but also explain their significance and link them to broader discussions in the field. In contrast, weaker articles often lack a clear contribution, rely on superficial use of theory, or present descriptive results without deeper analysis. One common mistake authors make is misalignment. For example, research questions, methods, and findings do not fully match. Another frequent issue is insufficient engagement with recent literature or the use of theory in a purely decorative way rather than analytically. More recently, I have also noticed the misuse of AI tools. In some cases, authors rely on AI-generated text without critical engagement, which leads to vague arguments, generic phrasing, and sometimes inaccurate or fabricated references. This weakens the scholarly quality and raises ethical concerns.
How has your participation in the editorial board influenced your professional network? Have there been new collaborations? Do you interact internationally?
My role on the editorial boards of TESOL Quarterly and ECNU Review of Education has significantly strengthened my international professional network. Through this role, I interact regularly with editors, reviewers, and authors from different regions, which gives me direct exposure to diverse research traditions and emerging scholarly debates. These interactions are not only evaluative but also collegial, often leading to ongoing academic exchanges. It has also created opportunities for new collaborations. For example, connections developed through editorial work can evolve into co-authored publications, invitations to special issues, and participation in international research projects. Hence, the experience enhances both visibility and trust within the academic community, positioning me within a global network of scholars working on related themes.
How has this role changed you as a researcher and a teacher? Has it influenced your writing? What do you do differently now?
My role on the editorial boards of TESOL Quarterly and ECNU Review of Education has had a strong impact on how I approach research, writing, and supervision. As a researcher, I have become more attentive to what constitutes a meaningful contribution. I now think more carefully about positioning my work within current debates, ensuring a clear alignment between research questions, theoretical framing, methodology, and analysis. I am also more aware of the expectations of high-impact journals in terms of originality, rigour, and relevance. In terms of academic writing, the role has made me more disciplined and concise. I focus more on clarity, coherence, and argumentation, and I avoid overly descriptive sections that do not advance the analysis. I also pay closer attention to how theory is used, ensuring it is integrated analytically rather than presented superficially. At the same time, I became more aware of the growing use of AI in academic writing. While AI can support drafting, I am careful to ensure that my work remains intellectually driven, critically engaged, and accurate. I also pay more attention to avoiding generic phrasing and ensuring that arguments are genuinely developed rather than automatically generated.
As a teacher and supervisor, this experience has directly influenced how I mentor students. I now provide more explicit guidance on how to design studies that are publishable, how to engage critically with literature, and how to respond to reviewers. I also share practical insights from the review process, which helps students better understand how academic publishing works. Overall, this role has made my academic practice more reflective, strategic, and aligned with international standards, both in my own work and in how I support others.
What is the most challenging aspect of being an editorial board member? How do you deal with ethical dilemmas? Is it difficult to reject submissions?
One of the most challenging aspects of serving on the editorial boards of TESOL Quarterly and ECNU Review of Education is balancing fairness with maintaining high academic standards. In some cases, manuscripts address important or underrepresented topics but have methodological or analytical limitations. Deciding whether to reject or encourage revision requires careful judgment. I try to focus on the potential of the study while remaining consistent with the journal’s expectations. Ethical dilemmas can arise with controversial topics or concerns about originality, including issues related to plagiarism or the inappropriate use of AI. In such situations, I rely on the journal’s ethical guidelines, consult with editors when needed, and ensure that decisions are transparent and well justified. Rejecting submissions is never easy, especially knowing the effort behind each paper. However, I approach it as part of the responsibility of maintaining quality. I make sure that even in rejection, the feedback is constructive and helpful for the author’s future work.
How does editorial board membership influence an academic career? How important is it for international recognition? Would you recommend it?
Serving on the editorial boards of TESOL Quarterly and ECNU Review of Education has a strong positive influence on an academic career. It enhances international recognition, as it signals that one’s research is trusted and valued by leading journals in the field. It also increases visibility within global scholarly networks and creates opportunities for collaboration, reviewing, and contributing to key academic discussions. At the same time, the role provides important professional development. It deepens one’s understanding of the publication process, strengthens critical evaluation skills, and improves one’s own writing and research design. I would recommend that colleagues aspire to this role, but at the right stage of their career. It requires experience, a strong publication record, and a commitment to contributing to the academic community. When approached responsibly, it is both a recognition of achievement and a meaningful form of academic service.
What advice would you give to researchers who want to join an editorial board? What skills or achievements are important? Where should they start?
For researchers aiming to join editorial boards of journals such as TESOL Quarterly and ECNU Review of Education, the most important starting point is to build a strong and consistent publication record in reputable journals. Editorial roles are typically offered to scholars whose work demonstrates quality, originality, and relevance to the field. In addition, developing strong reviewing skills is essential. I would encourage researchers to begin by accepting invitations to review manuscripts and treating each review seriously and professionally. High-quality reviewing is often noticed by editors and can lead to further opportunities. It is also important to be actively engaged in the academic community through conferences, collaborations, and research networks. Visibility and reliability both matter. In terms of skills, critical thinking, fairness, attention to detail, and ethical awareness are key. Increasingly, it is also important to understand the responsible use of AI in research and publishing, both to improve one’s own work and to evaluate others’ submissions. Overall, I would advise starting with publishing, then reviewing, and gradually building a reputation for quality and integrity.
What does being part of an editorial board mean to you personally?
Being part of the editorial boards of TESOL Quarterly and ECNU Review of Education is both an honour and a responsibility, as it reflects recognition of my work while allowing me to contribute to the direction of the field. It also gives me a meaningful opportunity to support scholars, uphold academic standards, and engage with important global conversations in education and applied linguistics.