Abstract
This study reports on an enquiry into a group of 91 Chinese secondary EFL teachers with SA experience in the UK. Drawing on questionnaire data and 20 teachers’ interview narratives, the study examines how SA (study abroad) influenced their self-perceptions on EFL teaching in three aspects, namely, language proficiency, teaching ideology and NES (native English speaking)-NNES (nonnative English speaking) teacher debate. The enquiry revealed that the length of SA was a powerful factor in determining teachers’ attitudes toward their jobs and their own capacities to perform them successfully. These findings were discussed with suggestions for making SA experience an effective and sustainable path for EFL teachers’ professional development. Based on the findings, implications and suggestions are proposed, which are applicable not only to Chinese EFL teachers but beyond.
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