This autoethnographic study explores my journey balancing dual roles as an EFL instructor and a PhD student in Istanbul. As a 27-year-old language instructor, I reflect on the personal and professional challenges faced while pursuing doctoral studies. The narrative addresses the sense of in-betweenness and identity reconstruction that arises from navigating the demands of both teaching and academic life. Through a qualitative autoethnographic approach, this research offers a personalized account of these experiences, shedding light on the complexities of identity formation within this dual role. The findings emphasize the transformative effects of the PhD process on both teaching and research identities, and suggest that navigating these overlapping identities can lead to professional and personal growth. By focusing on my lived experience, this study contributes to the understanding of the unique challenges faced by PhD students who simultaneously work as educators, and it calls for further exploration into the intersection of teaching and academic roles. This research underscores the importance of addressing these dynamics to better support individuals in similar positions.
Cengiz, S., & Mede, E. (2024). An Autoethnographic Study on Balancing the Dualities of EFL Instruction and PhD Studies. Applied Linguistics Inquiry, 2(1), 1-7. doi: 10.22077/ali.2024.8197.1045
MLA
Seçil Cengiz; Enisa Mede. "An Autoethnographic Study on Balancing the Dualities of EFL Instruction and PhD Studies". Applied Linguistics Inquiry, 2, 1, 2024, 1-7. doi: 10.22077/ali.2024.8197.1045
HARVARD
Cengiz, S., Mede, E. (2024). 'An Autoethnographic Study on Balancing the Dualities of EFL Instruction and PhD Studies', Applied Linguistics Inquiry, 2(1), pp. 1-7. doi: 10.22077/ali.2024.8197.1045
VANCOUVER
Cengiz, S., Mede, E. An Autoethnographic Study on Balancing the Dualities of EFL Instruction and PhD Studies. Applied Linguistics Inquiry, 2024; 2(1): 1-7. doi: 10.22077/ali.2024.8197.1045
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