English-as-an-additional-language teachers’ identity and receptivity to feedback inspired by Global Englishes Language Teaching: A dialogical self theory approach
Restricted accessResearch articleFirst published online 2026
English-as-an-additional-language teachers’ identity and receptivity to feedback inspired by Global Englishes Language Teaching: A dialogical self theory approach
This study investigated how university English-as-an-additional-language teachers’ professional identity mediated their receptivity to Global Englishes Language Teaching-inspired feedback. Drawing on Dialogical Self Theory as an analytical framework, semi-structured interviews incorporating purposefully designed vignettes were conducted with 13 participants from both English major and non-English major programs at universities in China. Findings showed that participants’ multiple-identity positions create both barriers and pathways for Global Englishes Language Teaching innovation. Although institutional constraints and accuracy-focused traditions may have impeded change, cultural sovereignty emerged as a powerful catalyst enabling teachers to transcend native speakerism. Implications for Global Englishes Language Teaching-oriented teacher professional programs are discussed.
AkkermanSFMeijerPC (2011) A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education27(2): 308–319.
2.
BadiaALiesaE (2022) Experienced teachers’ identity based on their I-positions: An analysis in the Catalan context. European Journal of Teacher Education45(1): 77–92.
3.
BeneschS (2017) Emotions and English Language Teaching: Exploring Teachers’ Emotion Labor. London: Routledge.
4.
BlockD (2014) Second Language Identities. London: Bloomsbury.
5.
BraunVClarkeV (2022) Thematic Analysis: A Practical Guide. London: SAGE.
6.
CameronAGallowayN (2019) Local thoughts on global ideas: Pre- and in-service TESOL practitioners’ attitudes to the pedagogical implications of the globalization of English. RELC Journal50(1): 149–163.
7.
CanagarajahS (2017) Multilingual identity in teaching multilingual writing. In: BarkhuizenG (ed.) Reflections on Language Teacher Identity Research. London: Routledge, Taylor & Francis Group, 67–73.
8.
ChristouEThomasNMcKinleyJ (2024) Chinese pre-service English teachers’ beliefs about English as an international language (EIL). Journal of Multilingual and Multicultural Development45(10): 4166–4181.
9.
CrafterSDe AbreuGClineT, et al. (2015) Using vignette methodology as a tool for exploring cultural identity positions of language brokers. Journal of Constructivist Psychology28(1): 83–96.
10.
De CostaPINortonB (2017) Introduction: Identity, transdisciplinarity, and the good language teacher. The Modern Language Journal101(S1): 3–14.
11.
GallowayN (2011) An investigation of Japanese university students’ attitudes towards English. PhD Thesis, University of Southampton, UK.
12.
GoetzeJ (2023) Vignette methodology in applied linguistics. Research Methods in Applied Linguistics2(3): 100078.
13.
GuoL (2025) The complexity of integrating Global Englishes (GE) in ELT: A case study of an English teacher’s investment and identity construction. English Teaching: Practice & Critique24(1): 33–50.
14.
Heng HartseJKubotaR (2014) Pluralizing English? Variation in high-stakes academic texts and challenges of copyediting. Journal of Second Language Writing24: 71–82.
15.
HermansHJM (2018) Society in the Self: A Theory of Identity in Democracy. New York: Oxford University Press.
16.
HermansHJMHermans-KonopkaA (2010) Dialogical Self Theory: Positioning and Counter-Positioning in a Globalizing Society. Cambridge: Cambridge University Press.
17.
HuG (2021) Language assessment in Global Englishes. In: SelviAFYazanB (eds) Language Teacher Education for Global Englishes. London: Routledge, 199–206.
18.
IntachaiSPrabjandeeDKewaraP (2025) Global Englishes and the discursive construction of Thai English teacher identity. Journal of Language, Identity & Education0(0): 1–16.
19.
Jin Y, Wu Z, Alderson C and Song W (2017) Developing the China standards of English: Challenges at macropolitical and micropolitical levels. Language Testing in Asia 7(1): 1.
20.
KachruBB (1985) Standards, codification and sociolinguistic realism: The English language in the outer circle. In: QuirkRWiddowsonHG (eds) English in the World: Teaching and Learning the Language and Literatures. Cambridge: Cambridge University Press, 11–30.
21.
Kemaloglu-ErELoweRJ (2023) Language teacher identity, World Englishes, and ELF: A duoethnography between a “native speaker” teacher and a “non-native speaker” teacher. Journal of Language, Identity & Education22(5): 478–491.
22.
KubanyiovaM (2012) Teacher Development in Action: Understanding Language Teachers’ Conceptual Change. Basingstoke: Palgrave Macmillan.
23.
KubanyiovaM (2015) The role of teachers’ future self guides in creating L2 development opportunities in teacher-led classroom discourse: Reclaiming the relevance of language teacher cognition. The Modern Language Journal99(3): 565–584.
24.
LeeI (2023) Problematising written corrective feedback: A Global Englishes perspective. Applied Linguistics44(4): 791–796.
25.
Lee I (2013) Becoming a writing teacher: Using “identity” as an analytic lens to understand EFL writing teachers' development. Journal of Second Language Writing22(3): 330–345.
26.
Lee I (2024) The future of written corrective feedback research. Pedagogies: An International Journal19(4): 660–669.
27.
McKinleyJRoseH (2026) Toward inclusive feedback in multilingual writing: A Global Englishes perspective. RELC Journal57(1): 242–252.
28.
MonereoCBadiaA (2020) A dialogical self-approach to understanding teacher identity in times of educational innovations. Quaderns De Psicologia22(2): e1572.
29.
MontakantiwongA (2024) Bridging conceptual gaps in Global Englishes Language Teaching: Ethnographic insights from Thai higher education. Asian Englishes26(2): 391–409.
30.
NelsonCD (2017) Identity dilemmas and research agendas. In: BarkhuizenG (ed.) Reflections on Teacher Identity Research. New York: Routledge, 210–214.
31.
Oskamp S and Schultz PW (2005) Attitudes and Opinions. Hove: Psychology Press.
32.
PanLSeargeantP (2024) English as a global language in China. English Today40(3): 212–218.
33.
PattonMQ (2015) Qualitative Research & Evaluation Methods: Integrating Theory and Practice. 4th edn.Thousand Oaks: Sage.
34.
PenningtonMCRichardsJC (2016) Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal47(1): 5–23.
35.
ProudfootK (2023) Inductive/deductive hybrid thematic analysis in mixed methods research. Journal of Mixed Methods Research17(3): 308–326.
36.
RoseHGallowayN (2019) Global Englishes for Language Teaching.Cambridge: Cambridge University Press.
37.
RoseHMcKinleyJ (2025) Towards a GELT-informed pedagogy for multilingual writing: Expanding Tardy’s case. Journal of Second Language Writing69: 101238.
38.
TardyCM (2025) The case for a GELT paradigm in teaching multilingual writing. Journal of Second Language Writing69: 101232.
39.
VargheseMMorganBJohnstonB, et al. (2005) Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity & Education4(1): 21–44.
40.
WidodoHPFangFElyasT (2020) The construction of language teacher professional identity in the Global Englishes territory: ‘We are legitimate language teachers’. Asian Englishes22(3): 309–316.
41.
Xiao C (2024) Chinese university English as an additional language teachers' attitudes towards global Englishes-inspired feedback pedagogy.Nanyang Technological University, Singapore.
42.
Xiao C and Lee I (2024) Global Englishes Language Teaching: Implications for feedback in EAL writing. LEARN Journal: Language Education and Acquisition Research Network17(2): 30–41.
43.
XieXFangF (2025) Enhancing Global Englishes in secondary education: Addressing student needs through teacher education and curriculum innovation. RELC JournalEpub ahead of print 09 May 2025. 10.1177/00336882251332310.
44.
XuZ (2010) Chinese English: Features and Implications. Hong Kong: Open University of Hong Kong Press.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
