“Most of us are not feeling well”: exploring Iranian EAP practitioners’ emotions and identities

Although theory and research on English for Academic Purposes (EAP) practitioners have grown recently, there is little documented their emotions identities. This study explored the emotion of 12 Iranian EAP role in identity construction. Adopting a narrative inquiry methodology, examined practitioners’ across Zembylas’s (2002) three-dimensional framework teacher Data analyses revealed that while consider recognition from students as contributive to positive identities, sociocultural-ideological discourses power relations negatively influence Such idiosyncrasies were viewed create huge dissonances between self-images professional sense-making at personal, interpersonal, macro-structural levels. The offers implications regarding identities situated within sociocultural localities instruction.