Reframing identity: How open distance learning shapes in-service ESL teachers' professionalism
DOI:
https://doi.org/10.24200/jonus.vol10iss1pp420-442Abstract
Background and Purpose: This study investigates the impact of Open Distance Learning (ODL) on the professional identity of in-service English as a Second Language (ESL) teachers in Malaysia. While research on teacher identity has grown, particularly within the ESL field, studies often focus on pre-service teachers or traditional learning contexts. This research addresses a gap by exploring how ODL influences the professional identity of experienced ESL teachers.
Methodology: Employing a case study approach, four in-service ESL teachers enrolled in an ODL teacher education programme were interviewed. Thematic analysis was used to examine how ODL shaped their perceptions of themselves as teachers.
Findings: Findings reveal that ODL can foster autonomy, empowerment, and technological proficiency, contributing to professional growth. However, the study also highlights the need for ODL programmes to address the evolving identity needs of ESL teachers in a digital age. By understanding how ODL shapes professional identity, ODL educational institutions can optimise teacher development programmes to enhance both teacher skills and self-perception.
Contributions: This research provides valuable insights for ODL providers, policymakers, and teacher teachers to create more effective and inclusive professional development opportunities for in-service ESL teachers in Malaysia.
Keywords: ESL in-service teachers, Open Distance Learning, professional identity, teacher education, Community of Practice.
References
Alvarez, A., Ventura, D. R. M., & Opiniano, J. H. (2020). Going the distance: Perceptions of teachers in open and distance continuing professional development. Globus Journal of Progressive Education, 20(2), 60–66.
Amadi, M. N. (2013). In-service training and professional development of teachers in Nigeria: Through open and distance education. Bulgarian Comparative Education Society.
Bhandigadi, P., Ooi, L. H., & Chew, B. L. (2021). ODL in Malaysia: Current perspectives and challenges. In R. Bordoloi & P. Das (Eds.), Open higher education in the 21st century (pp. 171–200). Nova Science Publishers.
Borges, F. T., de Mesquita, I. M., & Versuti, A. C. (2020). The teacher in the in-between place: Teacher identity in ODL. In M. G. Di Gesú, & M. F. González (Eds.), Cultural views on online learning in higher education. Cultural psychology of education (pp 119–134). Springer.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Colliander, H. (2017). Building bridges and strengthening positions: Exploring the identity construction of immigrant bilingual teachers. International Journal of Bilingual Education and Bilingualism, 23(6), 695–707.
Creswell, J. W. (2013). Qualitative inquiry & research design (3rd ed.). Sage Publications.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Danielewicz, J. (2014). Teaching selves: Identity, pedagogy, and teacher education. Suny Press.
Datt, G., & Singh, G. (2021). Learners’ satisfaction with the website performance of an open and distance learning institution: A case study. International Review of Research in Open and Distance Learning, 22(1), 1–20.
El Refae, G. A., Kaba, A., & Eletter, S. (2021). Distance learning during COVID-19 pandemic: Satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education, 18(3), 298–318.
Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75(1), 244–258.
Farrell, T. S. (2018). Operationalising reflective practice in second language teacher education. Journal of Second Language Teacher Education, 1(1), 1-20.
Goktepe, F. T., & Kunt, N. (2021). “I’ll do it in my own class”: Novice language teacher identity construction in Turkey. Asia Pacific Journal of Education, 41(3), 472–487.
Guilbaud, T. C., Martin, F., & Newton, X. (2021). Faculty perceptions on accessibility in online learning: Knowledge, practice and professional development. Online Learning Journal, 25(2), 6–35.
Kensington-Miller, B. (2019). ‘My attention shifted from the material I was teaching to student learning’: The impact of a community of practice on teacher development for new international academics. Professional Development in Education, 00(00), 1–13.
Lynch, J., Irby, B. J., Tong, F., Lara-Alecio, R., Zhou, Z., & Singer, E. (2021). Massive open online professional individualised learning: Building teachers' instructional capacity for English learners the call for virtual professional development for teachers of English learners. Teaching English as a Second Language Electronic Journal, 25(2), 1–25.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Miller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), The cambridge guide to second language teacher education (pp. 172–181). Cambridge University Press.
Ministry of Education Malaysia. (2023). Malaysian educational statistics 2023. Ministry of Education Malaysia. http://repo.iain-tulungagung.ac.id/5510/5/BAB 2.pdf
Ooi, L. H., & Othman, J. (2023). Challenges faced by ESL in-service teachers enrolled in a teacher education programme via open distance learning in Malaysia. Asian Association of Open Universities Journal, 18(2), 121-131.
Othman, J., & Senom, F. (2019). Professional development through mentoring: Novice ESL teachers' identity formation and professional practice (1st ed.). Routledge.
Osikomaiya, M. O. (2020). Impact of open and distance learning on the educational development of in-service teachers for sustainable development. NIU Journal of Humanities, 5(2), 127-135.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23.
Ramsin, A., & Mayall, H. J. (2019). Assessing ESL learners ’ online learning self-efficacy in Thailand: Are they ready? Journal of Information Technology Research, 18(1), 467–479.
Richards, J. C. (2023). Teacher, learner and student-teacher identity in TESOL. RELC Journal, 54(1), 252–266.
Sang, Y. (2022). Research of language teacher identity: Status quo and future directions. RELC Journal, 53(3), 731–738.
Schoch, K. (2020). Case study research. In G. J. Burkholder, K. A. Cox, L. M. Crawford, & J. H. Hitchcock (Eds.), Research design and methods an applied guide for the scholar-practitioner (pp. 245–258). Sage Publications.
Senom, F. (2016). The native speaker programme: A qualitative study on novice ESL teachers’ knowledge, identity and practice [Unpublished doctoral dissertation]. University of Malaya.
Seoane, R. C., & Jiménez, J. E. (2022). Effectiveness of online and blended delivery methods on pre-service teachers' knowledge and beliefs for writing instruction. Journal of Education for Teaching, 48(2), 178–196.
Shin, D. S., & Kang, H. S. (2018). Online language teacher education: Practices and possibilities. RELC Journal, 49(3), 369–380.
Song, J. (2021). Expanding teacher reflection on emotions in online teaching: Grappling with teacher identity and student (non) participation. Iranian Journal of Language Teaching Research, 9(3), 77–91.
Trent, J., & Shroff, R. H. (2013). Technology, identity, and community: The role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy and Education, 22(1), 3- 20.
White, C. J. (2016). Searching for identity in distance language teaching. In G. Barkhuizen (Ed.). Reflections on language teacher identity research (pp. 107–113). Routledge.
Yazan, B. (2018). A conceptual framework to understand language teacher identities. Journal of Second Language Teacher Education, 1(1), 21–48.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage Publications.
Yin, R. K. (2018). Case study research and applications: Design and methods. Journal of Hospitality & Tourism Research, 53(5), 1-5.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zhang, J., & Yu, S. (2021). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 0(0), 1–13.
Amadi, M. N. (2013). In-service training and professional development of teachers in Nigeria: Through open and distance education. Bulgarian Comparative Education Society.
Bhandigadi, P., Ooi, L. H., & Chew, B. L. (2021). ODL in Malaysia: Current perspectives and challenges. In R. Bordoloi & P. Das (Eds.), Open higher education in the 21st century (pp. 171–200). Nova Science Publishers.
Borges, F. T., de Mesquita, I. M., & Versuti, A. C. (2020). The teacher in the in-between place: Teacher identity in ODL. In M. G. Di Gesú, & M. F. González (Eds.), Cultural views on online learning in higher education. Cultural psychology of education (pp 119–134). Springer.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Colliander, H. (2017). Building bridges and strengthening positions: Exploring the identity construction of immigrant bilingual teachers. International Journal of Bilingual Education and Bilingualism, 23(6), 695–707.
Creswell, J. W. (2013). Qualitative inquiry & research design (3rd ed.). Sage Publications.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
Danielewicz, J. (2014). Teaching selves: Identity, pedagogy, and teacher education. Suny Press.
Datt, G., & Singh, G. (2021). Learners’ satisfaction with the website performance of an open and distance learning institution: A case study. International Review of Research in Open and Distance Learning, 22(1), 1–20.
El Refae, G. A., Kaba, A., & Eletter, S. (2021). Distance learning during COVID-19 pandemic: Satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education, 18(3), 298–318.
Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75(1), 244–258.
Farrell, T. S. (2018). Operationalising reflective practice in second language teacher education. Journal of Second Language Teacher Education, 1(1), 1-20.
Goktepe, F. T., & Kunt, N. (2021). “I’ll do it in my own class”: Novice language teacher identity construction in Turkey. Asia Pacific Journal of Education, 41(3), 472–487.
Guilbaud, T. C., Martin, F., & Newton, X. (2021). Faculty perceptions on accessibility in online learning: Knowledge, practice and professional development. Online Learning Journal, 25(2), 6–35.
Kensington-Miller, B. (2019). ‘My attention shifted from the material I was teaching to student learning’: The impact of a community of practice on teacher development for new international academics. Professional Development in Education, 00(00), 1–13.
Lynch, J., Irby, B. J., Tong, F., Lara-Alecio, R., Zhou, Z., & Singer, E. (2021). Massive open online professional individualised learning: Building teachers' instructional capacity for English learners the call for virtual professional development for teachers of English learners. Teaching English as a Second Language Electronic Journal, 25(2), 1–25.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Miller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), The cambridge guide to second language teacher education (pp. 172–181). Cambridge University Press.
Ministry of Education Malaysia. (2023). Malaysian educational statistics 2023. Ministry of Education Malaysia. http://repo.iain-tulungagung.ac.id/5510/5/BAB 2.pdf
Ooi, L. H., & Othman, J. (2023). Challenges faced by ESL in-service teachers enrolled in a teacher education programme via open distance learning in Malaysia. Asian Association of Open Universities Journal, 18(2), 121-131.
Othman, J., & Senom, F. (2019). Professional development through mentoring: Novice ESL teachers' identity formation and professional practice (1st ed.). Routledge.
Osikomaiya, M. O. (2020). Impact of open and distance learning on the educational development of in-service teachers for sustainable development. NIU Journal of Humanities, 5(2), 127-135.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23.
Ramsin, A., & Mayall, H. J. (2019). Assessing ESL learners ’ online learning self-efficacy in Thailand: Are they ready? Journal of Information Technology Research, 18(1), 467–479.
Richards, J. C. (2023). Teacher, learner and student-teacher identity in TESOL. RELC Journal, 54(1), 252–266.
Sang, Y. (2022). Research of language teacher identity: Status quo and future directions. RELC Journal, 53(3), 731–738.
Schoch, K. (2020). Case study research. In G. J. Burkholder, K. A. Cox, L. M. Crawford, & J. H. Hitchcock (Eds.), Research design and methods an applied guide for the scholar-practitioner (pp. 245–258). Sage Publications.
Senom, F. (2016). The native speaker programme: A qualitative study on novice ESL teachers’ knowledge, identity and practice [Unpublished doctoral dissertation]. University of Malaya.
Seoane, R. C., & Jiménez, J. E. (2022). Effectiveness of online and blended delivery methods on pre-service teachers' knowledge and beliefs for writing instruction. Journal of Education for Teaching, 48(2), 178–196.
Shin, D. S., & Kang, H. S. (2018). Online language teacher education: Practices and possibilities. RELC Journal, 49(3), 369–380.
Song, J. (2021). Expanding teacher reflection on emotions in online teaching: Grappling with teacher identity and student (non) participation. Iranian Journal of Language Teaching Research, 9(3), 77–91.
Trent, J., & Shroff, R. H. (2013). Technology, identity, and community: The role of electronic teaching portfolios in becoming a teacher. Technology, Pedagogy and Education, 22(1), 3- 20.
White, C. J. (2016). Searching for identity in distance language teaching. In G. Barkhuizen (Ed.). Reflections on language teacher identity research (pp. 107–113). Routledge.
Yazan, B. (2018). A conceptual framework to understand language teacher identities. Journal of Second Language Teacher Education, 1(1), 21–48.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage Publications.
Yin, R. K. (2018). Case study research and applications: Design and methods. Journal of Hospitality & Tourism Research, 53(5), 1-5.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zhang, J., & Yu, S. (2021). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 0(0), 1–13.
Downloads
Published
2025-02-28
Issue
Section
Articles
How to Cite
Reframing identity: How open distance learning shapes in-service ESL teachers’ professionalism. (2025). Journal of Nusantara Studies (JONUS), 10(1), 420-442. https://doi.org/10.24200/jonus.vol10iss1pp420-442
