Scholarly writing and publication challenges facing EAL (English as an additional language) researchers worldwide are intensified with the lack of access to efficient third-party support. This paper reports a case of a local university English teacher who collaborates with diverse research teams to shape EAL scientists’ manuscripts for publication. Based on the survey and text-oriented ethnographic approach, the study shows that the teacher succeeded in facilitating international publications by the adoption of the genreanalyzing model and corpus-driven strategies. The findings suggest that text mediations empowered by EAP (English for Academic Purposes) teachers can assist scientists to mobilize resources more effectively in scholarly writing and this group of language specialists can be a valuable source in scholarly writing and publication.
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