Aug 2026· QualiSearch Journal of Educational Research and Practice· 0 citations· 5 references
Abstract
This qualitative phenomenological study examined how English functions as a barrier to teachers’ participation in academic research and how that experience contributes to research stigma. Guided by Linguistic Hegemony Theory and Sociocultural Theory, the inquiry focused on the linguistic, structural, syntactic, psychological, and institutional dimensions of research writing and presentation in English. Fifteen teachers from the San Juan West and East sub-offices in San Juan, Batangas were purposively selected based on prior participation in research initiatives and experience with school- or classroom-based research. Data were generated through semistructured, in-depth interviews and analyzed using Colaizzi’s seven-step descriptive phenomenological method. Four interrelated themes emerged: English as a psychological and linguistic barrier; linguistic, structural, and syntactic challenges in academic writing; adaptive coping strategies in academic writing; and promoting an inclusive research culture. Participants described anxiety, fear of grammatical errors, difficulty selecting academic vocabulary, sentencelevel and discourse-level problems, uncertainty in organizing ideas, and hesitation toward research presentation and publication. They responded through outlining, reading scholarly articles, peer feedback, writing practice, and appropriate digital language tools. Participants further emphasized the need for academic-writing workshops, mentoring, language assistance, and a school culture that evaluates research primarily for the quality and relevance of ideas rather than English accuracy alone. The study generated the Teacher Research Empowerment Program (TREP), a three-day academic-writing and research-confidence intervention with year-round mentoring intended to reduce research stigma and strengthen teacher participation in research.
This phenomenological study explored the lived experiences and perceptions of college students regarding English language learning in a Philippine higher education institution. Specifically, it examined students' views, emotional experiences, and insights to better understand the factors influencing their English language development. A qualitative phenomenological research design was employed, involving ten purposively selected college students enrolled in Purposive Communication during the 2023–2024 academic year. Data were gathered through semi-structured, in-depth interviews and analyzed using thematic analysis to identify recurring patterns and meanings across participants' narratives. The findings revealed that students perceived English as an essential tool for personal growth, career advancement, and effective communication despite experiencing limited language exposure, vocabulary deficiencies, and difficulties in speaking and writing. Participants also described emotional challenges, including anxiety, fear of negative evaluation, lack of confidence, and disappointment, particularly during oral communication and classroom presentations. At the same time, they expressed gratitude for supportive teachers and peers and demonstrated strong motivation to improve their language proficiency. Furthermore, students emphasized the importance of collaborative learning, practical language-learning strategies, emotional resilience, and self-compassion in overcoming learning difficulties. The study concludes that English language learning is a multidimensional process shaped by cognitive, emotional, and social factors rather than linguistic competence alone. These findings highlight the need for learner-centered instructional approaches that integrate academic support with affective development to enhance students' confidence and communication skills. The study contributes to the growing body of qualitative research on English language learning by providing context-specific insights that may inform curriculum development, instructional practices, and future research aimed at fostering holistic language education in higher education institutions.
Francis Leonard Abellana, Sheryl Laine C. Namocot· Psychology and Education: A...· 0 citations
The purpose of this paper is to increase the awareness of the implication of World Englishes (WEs) for classroom practices and teacher training program policy. The researchers employed a phenomenological approach using semi-structured interviews. All participants defined English not as their native language. This research was a small-scale study involving ten participants from both outer and expanding circle countries with heterogenous educational and professional backgrounds. The originality of this research lies in the phenomenological lens used to explore how individuals from diverse educational and professional backgrounds use WEs in real-life communication. Rather than approaching English from a theoretical perspective, this study anchors its findings in personal narratives, highlighting the shift from traditional, standardized notions of English toward a more inclusive and global understanding of language. The results emphasized inclusivity of Word Englishes, limitations, and the relationship among participants’ voices. In addition, it suggested that textbooks and teaching materials should incorporate different varieties of Englishes. Teachers should present English as a flexible and multicultural tool emphasizing clear communication. Meanwhile, pre-service and in-service teachers training should include sociolinguistic education on global English diversity. This study’s findings have implications for classroom practices in terms of curriculum development and materials, teaching approaches or pedagogy, and teacher training policy.
Juang Rudianto Putra, U. Sulistiyo, E. Haryanto et al.· Studies in Linguistics, Cult...· 0 citations
This research investigates the lived experiences of English as a Foreign Language (EFL) teachers in intercultural classrooms, with a focus on understanding how they navigate the complexities of cultural diversity and harness its opportunities. The study aimed to document these experiences and derive pedagogical insights to inform teacher training programs and educational policies. Employing a descriptive phenomenological approach and guided by Colaizzi’s seven-step method, the research utilized semi-structured interviews with four EFL teachers, ensuring data saturation for a comprehensive analysis. Thematic analysis of the data addressed the research questions by identifying two key themes. First, the lived experiences of EFL teachers revealed that intercultural classrooms are dynamic spaces requiring teachers to adopt flexible, culturally sensitive, and adaptive instructional approaches to meet the diverse needs of their students. Building trust, fostering mutual respect, and creating an inclusive environment were emphasized as critical for successful teaching. Second, the pedagogical insights derived from these experiences highlighted the reciprocal nature of learning, where teachers and students engage in a collaborative exchange of cultural knowledge, reinforcing the co-constructed nature of the classroom environment. The study's findings underscore the significance of integrating intercultural competence into teacher training programs. Recommendations include implementing targeted professional development initiatives that equip educators with culturally responsive teaching strategies, offering institutional support through resources and workshops, and developing inclusive policies that address the challenges of teaching in multicultural contexts. This research contributes to the ongoing discourse on intercultural education by emphasizing the importance of continuous learning opportunities, collaboration among educators, and culturally responsive pedagogy. By fostering inclusivity and engagement, the study offers valuable insights for improving teacher preparation, supporting educators in diverse settings, and enhancing the educational experiences of students in an increasingly globalized world.
Ma. Adoracion Josol· Psychology and Education: A...· 0 citations
This study explores women English-language teachers’ perceptions and experiences of well-being in public colleges in Nepal. Although teacher well-being has received increasing scholarly attention, research on well-being in Nepal has largely focused on school settings, with limited attention to the gendered experiences of women English language teachers in higher education. Addressing this gap, the study examines how these teachers perceive, experience, and negotiate well-being across personal, institutional, and sociocultural contexts. Guided by an interpretive research paradigm and narrative inquiry as a method, the study draws on stories collected through in-depth interviews with four women faculty members from public campuses in Nepal's inner Terai region. Participants’ narratives were interpreted through the lens of Ecological Systems Theory. The findings reveal that teacher well-being is shaped by interconnected influences at the micro-, meso-, macro-, and chronosystem levels. Supportive classroom environments, positive student interactions, and collegial relationships emerged as important sources of professional satisfaction and well-being. Likewise, family support, collaborative workplace relationships, work satisfaction, and a balanced personal and professional life enhanced teachers’ resilience and professional engagement. However, entrenched gender expectations and restrictive sociocultural norms constrained their well-being and professional growth. The study contributes to the literature on women teacher well-being and offers insights for policymakers and educational leaders seeking to create supportive environments that enhance teacher well-being and student learning outcomes.
Sharada Khanal, B. Neupane, Niroj Dahal et al.· Frontiers in Education· 0 citations
This study investigates how speaking demotivation is experienced and interpreted by Iranian English as a Foreign Language learners and teachers through the lens of Self-Determination Theory (SDT), with particular attention to autonomy, competence, and relatedness. Thirty participants (15 learners and 15 teachers) from two private language institutes in Iran took part in semi-structured interviews. Data were analysed using theory-informed thematic analysis. The findings indicate that speaking demotivation emerges as a contextually mediated process shaped by the interaction between learners’ psychological experiences and instructional conditions. Learners primarily emphasised affective and relational factors, including lack of social support, negative classroom climate, and limited agency, whereas teachers foregrounded structural constraints such as proficiency gaps, exam-oriented practices, and limited opportunities for authentic language use. Notable divergences between teacher and learner perspectives suggest misalignment in how demotivating experiences are recognised and addressed in classroom practice. The study contributes to the literature by providing a theoretically grounded account of speaking demotivation that connects psychological needs with classroom conditions. It also highlights the importance of designing need-supportive speaking environments and increasing teacher awareness of the affective and agentic dimensions of learner engagement.
M. Davari, Arash Javadinejad· Language Teaching Research· 0 citations
Undergraduate research is increasingly recognized as essential in higher education. However, conducting research in a foreign language presents significant psychological and linguistic challenges. This study uses interpretative phenomenological analysis to examine how ten Vietnamese fourth-year undergraduates experience a challenging Report Writing course requiring a 50-page thesis and a viva voce examination in English. Drawing on communities of practice and the concept of investment, the study explores the dual burden of mastering research while coping with linguistic insecurity. The findings reveal three group experiential themes, including (1) the double burden of linguistic research, where English becomes a potential barrier for students’ intellectual voice; (2) the performance of identity, marked by performativity; and (3) negotiating membership in the community, as students oscillate between resisting and embracing the researcher identity. The research process emerges as a liminal crisis that compels students to reconstruct their professional identities. The study concludes by recommending a shift from performative output to more supported research processes in English as a foreign language (EFL) curricula.
Trung Hậu Hồ· VNU Journal of Foreign Studi...· 0 citations
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