"Writing Became a Tool for Self-Discovery" How Intercultural Experiences Shape EFL Instructors’ Evolving Identities and Pedagogies: A Qualitative Inquiry

Abstract

This qualitative study delves into the experiences of three Saudi EFL instructors who pursued their postgraduate studies in the United States, exploring the relationship between writing and identity. Through the lens of narrative inquiry, the research uncovers the multifaceted experiences of these instructors, shedding light on the interplay of cultural, linguistic, and educational influences on their professional identities. The study's findings reveal that the U.S. educational system, with its diverse pedagogical approaches and emphasis on critical thinking, played a pivotal role in shaping the instructors' perceptions of writing as an act of identity expression. Furthermore, the research highlights the transformative power of foreign education as the instructors navigate through the challenges and opportunities of studying in a different linguistic and cultural environment. Their narratives underscore the dynamic nature of identity, which is continuously negotiated and redefined in response to various educational and cultural stimuli. The importance of this study lies not only in its insights into the personal and professional journeys of the three EFL instructors but also in its broader implications for the field of EFL education. It emphasizes the need for educators and institutions to recognize and value the diverse backgrounds and experiences of EFL instructors as well as learners, as these play a crucial role in shaping pedagogical practices and beliefs. In essence, this research contributes to the growing body of literature on the nexus of writing, identity, and foreign education, offering a nuanced understanding of the challenges and rewards of cross-cultural educational experiences.