Published
2024-04-01
Issue
Section
Research Articles
License
The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.
Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.
Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.
This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.
By providing open access, the following benefits are brought about:
- Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
- Ease of search-publications are easily searchable in search engines and indexing databases.
- Rapid Publication – accepted papers are immediately published online.
- Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP
Copyright Statement
1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.
2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.
3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.
About Licence
Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).
Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.
This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.
Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.
How to Cite
Shaping identities beyond the classroom: The influence of journal editorship on Vietnamese EFL lecturers’ professional development
Hong Hieu Hua
Can Tho University
Hoang Yen Phuong
Can Tho University
Thanh Thao Le
Can Tho University
DOI: https://doi.org/10.54517/esp.v9i6.2612
Keywords: influence, journal editorship, professional development, professional identity, Vietnamese EFL lecturers
Abstract
This qualitative study investigates the impact of journal editorship on the professional identity of Vietnamese English as a Foreign Language (EFL) lecturers. Situated within the unique context of Vietnam’s rapidly evolving EFL educational landscape, the research aims to uncover how the role of a journal editor influences lecturers’ professional self-perception and practices. The study employs a qualitative design, utilizing semi-structured interviews with two Vietnamese EFL lecturers—one male with one year of experience and one female with three years of experience as journal editors. Thematic analysis is used to analyze the data. Four key themes emerge from the study: enhanced professional efficacy, navigating challenges and resilience, expanding professional networks and influence, and integrating global and local perspectives. These themes collectively illustrate the transformative role of journal editorship in shaping professional identities, highlighting increased self-efficacy, resilience, expanded professional networks, and the integration of global and local EFL teaching methodologies.
References
[1]. Evison, J., Bailey, L., Taylor, P., & Tubpun, T. (2021). Professional Identities of Lecturers in Three International Universities in Vietnam, Thailand and Malaysia: Multilingual Professionals at Work. Compare: A Journal of Comparative and International Education, 51(2), 202-220. https://doi.org/10.1080/03057925.2019.1608814
[2]. Vuong, Q. H. (2022). The editor: A demanding but underestimated role in scientific publishing. Learned Publishing, 35(3), 418-422.
[3]. Wellington, J., & Nixon, J. (2005). Shaping the field: The role of academic journal editors in the construction of education as a field of study. British Journal of Sociology of Education, 26(5), 643-655. https://doi.org/10.1080/01425690500293835
[4]. Lap, T. Q., Ngoc, T. D., & Thao, L. T. (2022). Novice teachers’ professional identity reconstruction. International Journal of Educational Methodology, 8(3), 449-464. https://doi.org/10.12973/ijem.8.3.449
[5]. Le Ha, P., & Van Que, P. (2006). Vietnamese educational morality and the discursive construction of English language teacher identity. Journal of Multicultural Discourses, 1(2), 136-151. https://doi.org/10.2167/md038.0
[6]. Le, T. T., Phuong, H. Y., Nguyen, A. T., Pham, T. T., Huynh Thi, A. T., & Nguyen, H. T. (2023). Illuminating the English as a Foreign Language (EFL) teaching odyssey: unveiling the professional identities of pre-service teachers. F1000Research, 12, 1086. https://doi.org/10.12688/f1000research.139547.1
[7]. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
[8]. Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of language, Identity, and Education, 4(1), 21-44. https://doi.org/10.1207/s15327701jlie0401_2
[9]. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
[10]. Chere-Masopha, J. M. (2018). Personal landscapes of teacher professional identities versus digital technology adoption and integration in Lesotho schools. International Journal of Learning, Teaching and Educational Research, 17(3), 28-42.
[11]. Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker, 9(5), 2-3.
[12]. Kalocsai, K. (2013). Communities of practice and English as a lingua franca: A study of students in a central European context (Vol. 4). Walter de Gruyter.
[13]. Kennedy, M. M. (2016). How does professional development improve teaching?. Review of Educational Research, 86(4), 945-980. https://doi.org/10.3102/0034654315626800
[14]. Tsui, A. B. (2007). Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly, 41(4), 657-680. https://doi.org/10.1002/j.1545-7249.2007.tb00098.x
[15]. Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5-23. https://doi.org/10.1177/0033688216631219
[16]. Curry, M. J., & Lillis, T. (2013). A scholar’s guide to getting published in English: Critical choices and practical strategies. Multilingual Matters.
[17]. Izadinia, M. (2014). Teacher educators’ identity: A review of literature. European Journal of Teacher Education, 37(4), 426-441. https://doi.org/10.1080/02619768.2014.947025
[18]. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5-12. https://doi.org/10.3102/0013189X015005005
[19]. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
[20]. Guskey, T. R. (2021). The past and future of teacher efficacy. Educational Leadership, 79(3), 20-25. https://www.ascd.org/el/articles/the-past-and-future-of-teacher-efficacy
[21]. Trowler, P., & Knight, P. T. (2000). Coming to know in higher education: Theorising faculty entry to new work contexts. Higher Education Research & Development, 19(1), 27-42. https://doi.org/10.1080/07294360050020453
[22]. Hyland, K., & Wong, L. L. (Eds.). (2013). Innovation and change in English language education. Routledge.
[23]. Flowerdew, J. (2001). Attitudes of journal editors to nonnative speaker contributions. TESOL Quarterly, 35(1), 121-150. https://doi.org/10.2307/3587862
[24]. Flowerdew, J. (2014). Academic discourse. Routledge.
[25]. Nguyen, P. M., Terlouw, C., & Pilot, A. (2006). Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context. Intercultural Education, 17(1), 1-19. https://doi.org/10.1080/14675980500502172
[26]. Tran, H. (2019). Teacher agency in times of educational change: The case of transitioned teachers in Vietnam. Current Issues in Language Planning, 20(5), 544-559. https://doi.org/10.1080/14664208.2018.1553912
[27]. Pham, L., & Saltmarsh, D. (2013). International students’ identities in a globalized world: Narratives from Vietnam. Journal of Research in International Education, 12(2), 129-141. https://doi.org/10.1177/1475240913481171
[28]. Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
[29]. Chavez Rojas, J., Faure Ninoles, J., & Barril Madrid, J. P. (2023). The construction of teachers’ professional identity: An analysis of subjective learning experiences. European Journal of Teacher Education, 46(2), 256-273. https://doi.org/10.1080/02619768.2021.1905627
[30]. Coutinho, C. P., & Lisbôa, E. S. (2013). Social networks as spaces for informal teacher professional development: challenges and opportunities. International Journal of Web Based Communities, 9(2), 199-211. https://doi.org/10.1504/IJWBC.2013.053244
[31]. Li, Y., & Krasny, M. E. (2020). Development of professional networks among environmental educators. Professional Development in Education, 46(2), 337-353. https://doi.org/10.1080/19415257.2018.1562957