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Abstract Abstract: Academic writing and publishing constitute the crucial stage of teacher research engagement, and are seen as an essential prerequisite for research evaluation. To uncover the general picture of academic writing and publishing among Chinese university EFL teachers and the influencing factors, we conducted the present survey in over 60 institutions that cover 15 provinces, municipalities and autonomous regions. The statistical results of 1043 questionnaires indicate that whether the respondents write or publish articles is mainly driven by title promotion and research requirements, but restricted by journal resources. Less than 20% of them have articles published in high-quality journals. Collaborative research remains scant, and co-authors do not equally and substantially contribute to their work. Individual background and institutional context are the main factors accounting for research quality and actual contribution. Our discussion subsequently focuses on teacher agency and teacher research context, putting forward suggestions for promoting teachers’ engagement in academic writing and publication productivity.
Key words: university EFL teachers; academic writing and publishing; teacher agency; teacher research context
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