İzmir Democracy University
This article is based on my doctoral research in English Language Education and focuses on an expert-based needs analysis conducted prior to the design of a peer review training program for early-career researchers (ECRs) in foreign language education. The study was motivated by ongoing concerns about the lack of structured preparation for peer reviewing, despite ECRs carrying a significant share of the global reviewing workload.
Drawing on semi-structured interviews with journal editors and peer review experts, the study identifies key challenges faced by early-career reviewers, including limited training, low confidence, uncertainty about ethical responsibilities, and insufficient institutional support. The findings highlight the importance of disciplinary expertise, critical thinking, and ethical awareness as core competencies for high-quality peer review. Experts also emphasized the need for blended and practice-oriented training models that integrate mentoring, recognition, and certification mechanisms.
While the doctoral research required the development of original instruments and materials, my engagement with EASE as a sponsored member has strongly shaped my professional orientation towards peer review education, scholarly communication, and research integrity. EASE’s leadership in promoting ethical publishing practices and reviewer development has been an important source of inspiration for my ongoing Peer Review Lab project and related training initiatives.
The full article is available here:
https://dergipark.org.tr/en/pub/jlr/article/1785522
Lecturer Esma Şenel
İzmir Democracy University
School of Foreign Languages