Developing a feedback framework for English for Research and Publication Purposes (ERPP) in L2 writing

The growing pressure on graduate students to publish papers in international journals has intensified the need for effective English for Research and Publication Purposes (ERPP) feedback. However, existing research features a lack of a comprehensive framework incorporating feedback from different providers and systematic comparisons of feedback practices across provider groups and disciplines. To address these gaps, guided by Evidence-centered Design model, this study developed and validated an integrated framework to capture the feedback foci of the academic support ecosystem, including writing center tutors (EFL teachers and international instructors), academic supervisors, and journal reviewers, based on their written feedback on 62 manuscripts across disciplines. Constructed through an iterative process that linked theoretical constructs with empirical evidence, the framework was validated via expert deliberations, EAP teachers’ evaluations on manuscripts blinded to prior feedback, and effectiveness testing with student users. Its application revealed a clear tripartite functional specialization among providers and a strong cross-disciplinary consensus on fundamental standards of academic writing. This ECD-grounded framework provides a structured yet adaptable tool to enhance EFL teachers’ and learners’ feedback literacy, enabling more targeted instruction and informed collaborative ERPP feedback strategies.