Pennington and Richards (2016) argue that if the medium of instruction (MOI) is not the native language of the instructor, lack of proficiency in the MOI could bring about a lack of confidence. This study inquired how native Japanese as a Foreign Language (JFL) teachers at tertiary institutions in New Zealand and Australia perceive their English…

This study is a critical-autoethnographic exploration of the intellectual trajectories of three international doctoral scholars in an Australian research-intensive university in terms of the development of their academic identities. It looks at the various institutional and discursive forces that influence their academic adjustments and how they…

The increasing internationalization of education has brought diversification to university student populations. The demographic changes pose great challenges to interview practice as interviews are increasingly occurring in cross-cultural contexts and often involve participants from diverse cultural backgrounds. Recent research has demonstrated…

In the English-dominated field of L2 motivation, there is a need for more research on learners of languages other than English. This is particularly important in English-speaking countries, where issues involving the recruitment and retention of language students are pressing. This study discusses the main qualitative findings of a study on the…

This systematic review synthesizes 17 studies exploring nonnative-English-speaking teacher candidates' (NNES-TC) language teacher identity (LTI) development. The purpose was to examine NNES-TCs' LTI development during graduate-level TESOL programs in the United States, Canada, and Australia. The review addressed the questions, "What…

This study examines the extent to which the motivation of university students of Italian in Melbourne (Australia) is influenced by the visibility of a local Italian community. The research relies on data collected by open-ended questions and two Likert items from a survey study (n?=?74) as well as in-depth interviews (n?=?5). The findings show…

In this paper we provide an evaluative description and report of the various aspects of teaching and learning Greek as a heritage and/or foreign language in the Northern Territory of Australia. Initially, we focus on the importance of the formation of dynamic learning communities through interdisciplinary collaboration. The main purpose of Charles…

For international students undertaking higher education in English-speaking countries, often social and academic competencies are at odds with the expectations of the classroom discourse communities and the normative behaviours and practices of these communities. This conceptual paper argues that despite some scholarly studies seeing such…

This chapter describes an inquiry into how Japanese university students who have participated in study-abroad negotiate their identity on Social Networking Sites (SNSs) when interacting informally in English with non-Japanese interlocutors. SNSs provide a unique opportunity for English language learners to practise their skills in an informal…

In this article, Libby reflects on her experiences as a teacher, wife and mother while working at a school in Far North Queensland. In sharing these aspects of her identity, she effectively demonstrated one of the ways in which non-Indigenous educators can begin to connect with and address the learning needs of Indigenous students.

In this paper, I narrate highlights of my long process of learning and teaching English as a foreign language in mainland China and Australia, presenting a picture of the practices of learning and teaching English in mainland China from the bottom up. Over the past 50 years, English learners in mainland China, as Gao Yihong has written, have…

Many TESOL (Teaching English to Speakers of Other Languages) programmes focus on providing professional knowledge to Asian teachers who are pursuing their degrees in English-speaking countries. However, not much attention is given to their expectations, personal lived experiences and identity construction while studying in these countries. These…

Few studies have focused on the identity formation of non-native English speaking teachers (NNESTs) as legitimate speakers and teachers of English. Drawing on Norton's (2000) poststructuralist theory of identity as a process of struggling and changing, this study examined whether and how Asian international students studying for a Masters in…

The purpose of this study is to reflect on my experience of teaching English as a Foreign Language (EFL) in an inland Chinese university when I returned from Australia: I re-entered the space of EFL teaching, and experimented with a new model of teaching. In my experiment, I applied the concepts of third space and hybrid identity as a theoretical…

Writing is often a massive challenge for the learners who study English as a Foreign Language (EFL). Many EFL practitioners are searching for solutions to help learners improve the level of their writing. In this auto-ethnographic study, two narratives are discussed. In the first narrative, the primary challenges of EFL writing encountered by a…