In research relevant to English for Academic Purposes (EAP) and English for Research Publication Purposes (ERPP), disciplinary specialists' instruction on primary scientific literature (PSL) reading is widely recognized as central to novices learning how to conduct and communicate research. Although such instruction has been examined in disciplinary and science education contexts, far less attention has been paid to the pedagogical practices through which it is enacted, particularly at the level of instructional discourse in digitally mediated settings. Addressing this gap, this study investigates how Chinese scientist-presenters teach research article reading for publication through paper walkthrough videos posted on Bilibili, a major Chinese video-sharing platform widely used for educational and knowledge-sharing content. A bounded corpus of 29 videos produced by 10 scientist-presenters was examined as a case of platform-mediated multilingual ERPP pedagogy, focusing on how Mandarin Chinese-medium instructional discourse was used to guide audiences through published English-language research articles. The findings show that the videos combine implicit genre-based instruction, epistemic and professional enculturation, and audience-oriented interaction to guide viewers in reading research articles strategically and understanding publication practices. By conceptualizing these videos as a form of platformed ERPP pedagogy, this study highlights how disciplinary specialists’ publicly accessible instructional practices may complement formal ERPP provision, and offers insights for EAP/ERPP teachers seeking to design instruction and collaborate productively with disciplinary specialists. • Paper walkthroughs on Bilibili function as platformed ERPP pedagogy. • Scientists model reading-for-publication practices outside EAP classrooms. • Implicit genre pedagogy is enacted without explicit genre metalanguage. • Paper walkthroughs are interactional despite their monologic video format.
Li et al. (Fri,) studied this question.