Identity transitions, experiences, and agency: a collaborative autoethnography of Asian international TESOL doctoral students

Abstract

This research explored the identities and agency of Asian international TESOL doctoral students at a large Australian university, employing a sociocultural perspective and collaborative autoethnography with qualitative content analysis. The study revealed that these doctoral students navigated complex, co-evolving identities – including learner, early-career researcher, and academic – shaped by their prior professional and research experiences. It highlighted significant identity tensions influenced by the temporal dimensions of their experiences, where past and current identities, as well as imagined future selves, informed their academic decisions and coping strategies. This temporal interplay was conceptualised through Vygotsky’s concept of perezhivanie, reflecting how personal and situational factors coalesced to impact their academic trajectories. A conceptual model, informed by these findings, illustrated how identity and agency were mediated by personal experiences and situationally catalysed tensions. This study highlighted identities as significant and formative episodes in the doctoral learning experience, offering insights into the challenges and developmental trajectories of international doctoral students. It further substantiates the value of a sociocultural perspective for understanding and supporting the academic and professional growth of this cohort.