An examination of the personal, socio-cultural, language learning and professional experiences that influence Taiwanese English as Foreign Language teachers' identities

The problem. The purpose of this study is first to explore the experiences of the Taiwanese English as Foreign Language (EFL) teachers in their personal lives, socio-cultural factors, language learning, and professional practices, and how these experiences affect the teachers' identities. And second, to develop knowledge and understanding about the ways in which the experiences these teachers have while they are pursuing a TESOL doctoral degree in the United States lead to the transition of their identities and anticipated changes to their future teaching practices.;Method. This is a qualitative research study that utilizes narrative inquiry to examined five Taiwanese English teachers' identity formation and transition. In-depth interviews were utilized to explore their language learning and teaching experiences and stories. The five participants of the study were pursuing TESOL doctoral degree in the United States at the time the study was conducted.;Results. Through the teachers' interviews, participants' life histories are represented in narrative format as they reflect on issues related to their language learning and language teaching experiences, how they perceive the change, and how they foresee their future career plan.;Data from the interviews is further presented in thematic form to capture the factors that influence their identity formation and transformation during different stages of their lives and careers and the sociocultural context in which they learn or teach English.;The importance of this study is three-fold. First, the narrative methodology encourages and supports competent self-reflection and biographical introspection to clarify the EFL teachers' identity and enhance their commitment to their professional teaching lives in Taiwan. Second, the study provides a better understanding of Taiwanese EFL educators with regard to how they identify themselves as teachers and learners. This understanding can be expanded to the field of teacher professional development, and help them shape and reshape their identities when they are immersed in learning a foreign language in a foreign culture. Third, this study provides some practical ideas for the doctoral TESOL programs in the United States for non-native English speaking students.