Understanding the Lived Experiences of Pakistani EFL Teachers: A Narrative Inquiry

Abstract

This narrative inquiry delves into the lived experiences of Pakistani English as a Foreign Language (EFL) teachers, aiming to illuminate their multifaceted realities within the educational landscape. Employing a qualitative approach, semi-structured interviews were conducted with a purposive sample of EFL teachers across various educational settings in Pakistan. Thematic analysis revealed rich narratives encompassing professional challenges, socio-cultural dynamics, pedagogical strategies, and personal reflections. Findings underscore the complex interplay between institutional constraints, societal expectations, and individual aspirations shaping the professional identities and practices of Pakistani EFL teachers. This study contributes to a deeper understanding of the contextual nuances influencing EFL teaching in Pakistan and highlights the significance of incorporating teachers' voices in educational research and policymaking.