Date of Award

Fall 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Andrea Silverstein

Second Advisor

Dr. Susan G. HIcks

Third Advisor

Dr. Sarah J. Yates

Abstract

This qualitative case study investigated the experiences of college-level EFL/ESL teachers in Asia. The research sought to identify the gaps in professional development experiences influencing teachers to be better educators, meeting the needs of the English language learners in Asia. Additionally, the research identified how the professional development experiences, or lack thereof, of the college-level EFL/ESL teachers impacted their pedagogical strategies and professional practices. Despite the demand for English language education across Asia, foreign English educators often face limited institutional and administrative support, as well as unequal access to professional learning opportunities. Semi-structured interviews were conducted with foreign English language teachers working at colleges and universities in China, Pakistan, Vietnam, and the Philippines. Data were analyzed using both deductive and inductive coding in Dedoose, guided by five research questions and twenty interview questions. Findings revealed that participants frequently engage in self-directed and self-funded PD, workshops, informal mentorship, peer collaboration, and technology-informed practices, while also expressing frustration with inconsistent institutional support, lack of voice and choice, and various systemic barriers. Teacher-participants highlighted the importance of autonomy, cultural responsiveness, and student-centered practices in shaping their professional growth. The study contributes to the literature on teacher development in international higher education by highlighting the voices of foreign English language educators and the need for more accessible, practical, and context-specific PD opportunities. Implications include enhancing institutional understanding and recognition of foreign English language teachers’ contributions to institutional success.

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