September 10, 2025Deleted Journal

A Case Study of Chinese EFL Teachers’ Identity Tensions: A Dialogical Approach

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Qualitative case study reveals identity tensions in EFL teachers, indicating the influence of sociocultural contexts.

Teachers experienced identity tensions between desired, expected, and imposed identities, driven by personal beliefs.
Data collection involved interviews and classroom observations of two primary school EFL teachers in China.
Thematic analysis highlighted the complexity of identity tensions, shaped by both individual emotions and social contexts.
Findings suggest implications for teacher education and policy to support EFL teachers through their identity challenges.

Du et al. (2025) studied this question.

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