Abstract
PurposeThis paper examines the relationship between linguistic profiling and English language teachers’ career development.Design/methodology/approachThis paper collected data from 20 participants using a qualitative approach. Semi-structured interview guides were used to collect qualitative data on this topic.FindingsAfter collecting and analyzing the data, the results showed that linguistic profiling results in demotivation and low self-esteem and can spur career development among non-native English teachers.Originality/valueThis paper advances scientific knowledge by providing empirical evidence showing that while linguistic profiling has some negative influences, it can spur career development among non-native English teachers.
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