autoethnography
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- PaperJournal of Second Language Writing9 Jul 2026
Toward an ecological model of L2 writing teachers’ emotion labor: A poetic autoethnography
Shizhou Yang
This study proposes an ecological model of emotion labor for L2 writing teachers, explored through a poetic autoethnographic approach.
- PaperTESOL Journal6 Jul 2026
Critical Autoethnography With Multiple Large Language Models: AI ‐Stimulated Reflexive Practice on Language Teacher Educator Identity
David Gerlach
This study proposes using large language models (LLMs) as reflective and dialogical partners in critical autoethnographic narrative research on language teacher educator identity, with humans retaining interpretive control. In a two-phase design, three LLMs generated reflective stimuli and thematic outputs, yielding four patterns: consciousness-raising, institutional precarity, pedagogical transformation, and relational identity construction. The contribution is methodological, offering a procedure for AI-stimulated reflexive practice while critically engaging with ethical and epistemic costs.
Original abstract
This study proposes a methodological approach in which large language models (LLMs) serve as reflective and dialogical partners rather than analysts in critical autoethnographic narrative (CAN) research on language teacher educator identity. During an ongoing debate about the use of generative artificial intelligence (AI) in reflexive qualitative research, this approach occupies a narrow methodological space. LLM outputs serve as stimuli for the researcher's reflexive interpretation of CAN texts, while meaning‐making, salience judgment, and theoretical synthesis remain human practices. In a two‐phase design, three LLMs (ChatGPT 5.2 Thinking, Claude 4.5 Sonnet, and Gemini 3 Thinking) first generated reflective stimuli in the form of probing questions and then produced parallel thematic outputs that served only as material for the researcher's reflexive synthesis, not as completed analyses. Four patterns emerged: consciousness‐raising through dialogical awakening, institutional precarity and resistance, pedagogical transformation, and the relational construction of critical identity. The LLMs differed in orientation in ways consistent with poststructuralist epistemology. The contribution is primarily methodological: a procedure for AI‐stimulated reflexive practice in language teacher education research, alongside a critical engagement with the ethical, environmental, and epistemic costs such practice entails.
- PaperTESOL Journal2 Jun 2026
“I Wanted to Show I Could Do This on My Own”: Vulnerability and Professional Becoming in the Age of ChatGPT
Amr Rabie‐Ahmed, Curtis Green‐Eneix
Two early-career multilingual teacher educators used collaborative autoethnography to explore how they navigate professional vulnerability and identity (re)formation in the context of generative AI. Their analysis of reflection logs, identity maps, and dialogues reveals trajectories of resistance, adaptation, and ethical negotiation, emphasizing emotional reflexivity and techno-ethical tensions. The study contributes to understanding multilingual teacher educator development in the age of AI.
Original abstract
The rise of generative artificial intelligence (GenAI), particularly OpenAI's ChatGPT, has sparked global debate in education regarding authorship, ethics, and knowledge production. While much research highlights AI's affordances and risks, less attention has been paid to how early‐career multilingual teacher educators navigate this terrain. This collaborative autoethnography explores how two novice multilingual educators, working in transnational contexts, experience professional vulnerability and identity (re)formation at the intersection of AI, emotion, and institutional expectations. Drawing on a new materialist stance, we trace how our orientations to AI are entangled with emotions, accountability, and language norms. Using reflection logs, identity maps, and collaborative dialogues, we illustrate complementary trajectories of resistance, adaptation, and ethical negotiation. This study contributes to research on multilingual teacher educator development by foregrounding emotional reflexivity, techno‐ethical tensions, and identity assemblage in the age of AI.