“I Avoid Becoming a Publicationholic”: A TESOL Educator’s Autoethnographic Reflection on Scholarly Publishing

Articles in Press

Document Type : Reports

Author

Department of English, Dehd.C., Islamic Azad University, Dehdasht, Iran

Abstract

This article begins with a central question: whether I should continue writing and publishing in an academic climate in which scholarly publishing involves its own challenges and tensions amid broader economic pressures in the country where I live. Rather than providing a definitive answer, it offers an alternative perspective on scholarly publishing. Drawing on my lived experiences, conversations, and readings, I explore academic writing as both a source of pressure and a means of making sense of lived experience. I consider how writing and publishing have enriched my identity, fostered a sense of agency, and supported my well-being, while academic networks and publication-driven practices shape what gets circulated. The article also highlights the importance of timely scholarship and the possibility that authentic writing can retain meaning beyond publication metrics. I conclude by suggesting more inclusive publishing practices that give emerging researchers space to write with purpose, participate meaningfully, and build sustainable scholarly lives.

Keywords

Teaching English as a Second Language Quarterly

Articles in Press, Accepted Manuscript
Available Online from 30 September 2026

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History

  • Receive Date: 19 July 2026
  • Revise Date: 22 September 2026
  • Accept Date: 20 September 2026

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