Beny Hamdani, Nunung Suryati, Mirjam Anugerahwati, Evynurul Laily Zen
Professional development (PD) has become increasingly vital for English as a foreign language (EFL) lecturers who teach writing for scholarly publication (TWSP) in Indonesian higher education. While academic publishing has gained growing prominence as a key indicator of institutional and individual success, limited research has examined how PD supports EFL lecturers in developing the pedagogical and scholarly competencies required to teach writing for scholarly publication effectively. Addressing this gap, our study explores Indonesian EFL lecturers’ lived experiences of PD in TWSP from a sociocultural perspective. Drawing on Barkhuizen’s (2008) narrative inquiry framework, the data were collected through narrative frames and in-depth semi-structured interviews with five purposively selected lecturers. Thematic analysis of the narratives identified six major PD activities: engagement in communities of practice, self-initiated professional participation, collaborative and mentorship-based teaching, reflective practice, collaborative academic writing, and pursuit of doctoral education. The findings also revealed four key impacts of PD: enhancement of professional knowledge and skills, improvement of student learning outcomes, development of reflective teaching practices, and expansion of professional networks. This study contributes to the underexplored area of PD in teaching scholarly writing within Indonesian higher education and provides practical insights for designing targeted, sustainable PD programs that support EFL lecturers’ academic and pedagogical advancement in both local and international contexts. © 2026, Western Australian Institute for Educational Research Inc.. All rights reserved.
Universitas Negeri Malang, Indonesia
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