A Case Study: ELF Conceptualisation and Transformative Learning Experiences of Graduate Students

The present study seeks to investigate the transformative learning experiences of Ph.D. students’ awareness of English as a Lingua Franca (ELF) as the outcome of a course named Pedagogy of English as an International Language. This research has the potential to make a meaningful impact on the academic community and advance our understanding of transformative learning in various settings. This study employs a qualitative research design, including pre- and post-questionnaires and reflective journals, to collect data from a purposive sample of five course participants. The collected data, firstly, were analysed using a thematic analysis approach, which enabled to identify participants' transformative learning experiences based on the phases of Mezirow’s Transformative Learning Theory (1978). Then, to find out the participants’ conceptualization of ELF, a content analysis approach was used to analyse the reflective journals. Findings suggested each participant encountered a disorienting dilemma and actively investigated new roles and possibilities in light of their altered perceptions, eagering to implement their ELF-related knowledge and abilities for their future practices and professional growth. Additionally, the study revealed significant concepts involving moving away from the traditional view of Standard English, integration of World Englishes and ELF in language education, inclusiveness of ownership, interconnectedness, the changing effect and the need for globalization and glocalization, the rising importance of non-native teachers in language education, and incorporating ELF into language assessment.