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In recent years, an increasing number of non-native EFL teachers have been recruited to teach English in English dominant settings. Grounded in sociocultural views of identity, the research question of this study focused on how contextual factors influence the professional identity construction of three EFL teachers in a Saudi School in Kuala Lumpur, Malaysia. The study employs a qualitative case study method, where in-depth interviews and classroom observation are utilised. Drawing on Wenger's (1998) communities of practice framework to analyse and interpret the data, the analysis indicates various factors affecting the EFL Saudi teachers' professional identity. Findings reveal that identity formation is a complex and highly contextual process. The participants in this study construct their identities by engaging in their teaching environment, shared practices with their peers, engaged in student-parents relationship and participated in professional development. Through transitioning into the English as a second language (ESL) setting, the EFL teachers have demonstrated how professional identity is a dynamic and socially situated construct. As a result, these teachers' identities may be transformed by the global educational settings in which they work. The findings contribute to our understanding of the importance of a conducive professional environment in supporting teachers to develop their professional identities.

This study aims to explore the influence of contextual factors on English as a Foreign Language (EFL) teachers' professional identity formation in the context of Saudi Arabia. More specifically, it aims to examine how the participants' educational background, life experiences and professional setting influence their professional identities as EFL teachers in Saudi secondary schools. This study involved three EFL teachers who are based in Riyadh. Employing a case study method, the data collection techniques of this qualitative study included in-depth interviews and observations. Drawing upon Wenger's (1998) concept of communities of practice, the data analysis reveals several factors affecting the EFL Saudi teachers' professional identity. This study found that the Saudi teachers' educational background and life experiences act as formative elements which influence their EFL professional identity formation. Moreover, the participating teachers agree that practical experience and teaching community played a more significant role than their educational background in terms of shaping their teacher's identity construction and their classroom practices. The results have many implications for Saudi Arabia's development of current teacher education programme. If teacher education curriculum is aimed at improving the professional identity building of EFL teachers, then the policymakers might need to review the curricula of English language teacher education and incorporate some improvements within the programme.

This study investigates English as a Second Language (ESL) learners' challenges in understanding academic science vocabulary in Malaysian secondary schools' English-medium instruction (EMI) classrooms. Based on cognitive load theory, the research explores ESL learners' strategies to acquire scientific terminology and manage the associated cognitive difficulties. Previous research on EMI across different subjects has often overlooked the specific hurdles presented by technical terms in the scientific vocabulary, creating a knowledge gap that impedes the development of effective teaching methods for science educators in EMI settings. In response, the study adopts a two-stage qualitative design, commencing with an online survey involving 103 participants, followed by group interviews with individuals from diverse linguistic backgrounds. The findings indicate that ESL learners in EMI science classrooms encounter significant obstacles due to unfamiliar scientific terminology, abstract concepts, and limited prior exposure to the subject matter. This results in a high cognitive load that inhibits comprehension. Nevertheless, the research identifies various vocabulary learning strategies students employ, including contextual clues and active engagement with scientific vocabulary within relevant contexts. These findings underscore the need for more inclusive learning environments supporting vocabulary development for ESL learners in EMI settings. Recommendations encompass creating instructional materials featuring clear and concise language and integrating scaffolding strategies to simplify complex scientific terms. This comprehensive approach has the potential to facilitate successful vocabulary development and enhance the overall learning experience for ESL learners in EMI science classrooms. [ABSTRACT FROM AUTHOR]