English-as-an-additional-language teachers’ identity and receptivity to feedback inspired by Global Englishes Language Teaching: A dialogical self theory approach

This study investigated how university English-as-an-additional-language teachers’ professional identity mediated their receptivity to Global Englishes Language Teaching-inspired feedback. Drawing on Dialogical Self Theory as an analytical framework, semi-structured interviews incorporating purposefully designed vignettes were conducted with 13 participants from both English major and non-English major programs at universities in China. Findings showed that participants’ multiple-identity positions create both barriers and pathways for Global Englishes Language Teaching innovation. Although institutional constraints and accuracy-focused traditions may have impeded change, cultural sovereignty emerged as a powerful catalyst enabling teachers to transcend native speakerism. Implications for Global Englishes Language Teaching-oriented teacher professional programs are discussed.