Changing Gendered Language in English Academic Writing? Epicene Pronoun Usage in Learners’ Research Manuscripts and Gender-Inclusive Practices in Journal Guidelines

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ABSTRACT The use of gender-inclusive language is crucial for promoting gender equality and inclusivity in scholarly communication. This study examined second language learners’ use of epicene pronouns in social sciences and humanities research manuscripts and surveyed recommended practices in journal guidelines for epicene pronoun usage. The findings revealed that learners predominantly adopted generic he and he or she forms, particularly he/she and he or she, in academic writing. Variations were observed among learners from different first language backgrounds, with some leaning heavily towards generic he and some opting more for he or she forms, while others adopted a more balanced approach. An analysis of journal guidelines indicated a lack of standardised and consistent recommendations for pronoun use. This study underscores the need for clearer and more explicit guidelines to support writers towards adopting equitable pronoun practices, as well as greater emphasis on awareness to address gender biases in academic writing.