EFL teachers epistemology and voice development in research and publishing in a non research based university in Indonesia

Many scholars have elaborated to pin down writers’ voices in academic writing from the lens of genre, identity, and culture, particularly with regard to L2 international students. Drawing upon three frameworks—dialogism, self, and epistemology—this case study scrutinizes how two EFL (English as a foreign language) teachers from non-research-based universities in Indonesia develop their brought and created selves in research writing and publishing journeys. The analysis of their research articles, retrospective reports, and two rounds of semi-structured interviews indicates that the teachers’ development of authorial voices or selves linked to their personal and social interactions with other writers, through their published works, anonymous reviewers, and mutual collaborations. Moreover, their epistemological development includes developing their philosophical views on research and publishing knowledge following other writers’ styles. This study enhances our understanding of the intricate processes of shaping the identities of EFL teacher-researchers as they write and publish research articles in institutions with minimal research assistance. Practically, this study also helps teacher-researchers in constructing a strong research article to support their professional development