From Webinar Participant to EFL Lecturer: Identity Construction through Pedagogy, AI, and Research
DOI:
https://doi.org/10.57176/r2thtg95Keywords:
artificial intelligence, EFL lecturer, narrative inquiry, professional identity construction, webinar-based professional developmentAbstract
Professional identity has been widely examined in language teacher education, yet little is known about how sustained participation in webinar ecosystems integrates pedagogical learning, artificial intelligence (AI) literacy, and research engagement during the transition from master’s student to lecturer. This narrative inquiry explored how webinar-based professional development contributed to the professional identity construction of Nada (pseudonym), an Indonesian EFL lecturer who began attending webinars as a master’s student in 2020. Data were collected through three in-depth narrative interviews and supporting documents and were analyzed using thematic narrative analysis. The findings show a cumulative identity trajectory. First, self-directed webinar participation expanded from thesis-related learning into sustained professional learning, networking, and academic socialization. Second, exposure to lecturer-development and research communities enabled Nada to anticipate academic responsibilities and reposition herself from a participant to a lecturer. Third, pedagogical learning, AI literacy, and research engagement became mutually reinforcing identity resources, reflected in more concise online teaching, greater confidence in AI-assisted material preparation, publication activity, and the acquisition of a competitive early-career research grant. The study offers an original temporal account of webinars as digital communities of practice in which professional learning, possible future selves, and academic recognition jointly support identity negotiation. It highlights the value of webinar-based development for preparing EFL educators for integrated teaching, technological, and research roles.
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