September 19, 2025Forum for Linguistic StudiesOpen Access

A Multiple-Case Study of English Language Teacher Identity in Vietnamese Higher Education

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THTran Tinh Hien

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Implication

Qualitative analysis reveals factors shaping English lecturer identity in Vietnamese contexts, suggesting institutional frameworks influence outcomes.

Key Points

Results show three distinct identity orientations emerge among lecturers: values-driven mentor, reflective practitioner, and strategic conformity.
The study highlights the interplay of internal factors like intrinsic motivation and external factors such as policy mandates in shaping teacher identity.
Qualitative multiple-case approach using semi-structured interviews allowed in-depth exploration of identity narratives among university lecturers.
Findings suggest a need for responsive professional development models that incorporate teacher voice and reflective practice.

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Tran Tinh Hien (2025) studied this question.

synapsesocial.com/papers/68d43c81713b0b5dfea7bf2d https://doi.org/10.30564/fls.v7i9.10773

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Implication

Qualitative analysis reveals factors shaping English lecturer identity in Vietnamese contexts, suggesting institutional frameworks influence outcomes.

A Multiple-Case Study of English Language Teacher Identity in Vietnamese Higher Education

Discussion

Member takes

Implication

Key Points

Cite This Study

A Multiple-Case Study of English Language Teacher Identity in Vietnamese Higher Education

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider