Surviving in a Provisional Workplace: Foreign Lecturers’ Practices in an Asian HEI


  • Marlon Sipe School of Languages and General Education, Walailak University, Thasala District 80160, Nakhon Si Thammarat, Thailand
  • Henry Lemana School of Languages and General Education, Walailak University, Thasala District 80160, Nakhon Si Thammarat, Thailand
  • Jean Saludadez Faculty of Information and Communication Studies, University of the Philippines Open University, Los Baños, Laguna 4031, Philippines



EFL Teaching, Provisional Workplace, Pedagogical Views and Practices, Ethnomethodology


Aim. Drawing upon the foundational principles of the ethnomethodological perspective, the present study delves into the viewpoints of English as a foreign language (EFL) lecturer concerning teaching as a discipline and their corresponding teaching practices within the context of a provisional workplace in an Asian university.

Methods. Five conveniently and purposively sampled participants were subjected to in-depth interviews to seek answers to the following research questions: (a) What are the views of the participants on their temporary appointments as EFL lecturers? (b) How do these views define their teaching practices in the classroom to survive in a provisional environment? The analysis brings to the surface recurring themes and patterns, providing valuable insights into how the participants survived in an academic environment that gave them non-executive positions.

Results. Results indicated a multiplicity of views on their temporary appointments as EFL lecturers: Temporary appointments as a policy and student-centered position, a venue for professional standards, and a venue for career advancement. These views prompted them to blend with the local culture and accordingly to perform culturally appropriate teaching practices.

Conclusion. It can be concluded that fostering cultural awareness, building strong interpersonal relationships, and pursuing continuous professional development are essential components for EFL teachers to excel in their roles. Additionally, institutions and stakeholders play a crucial role in creating an environment that acknowledges and bolsters the significant contributions of temporary EFL lecturers, thereby enabling them to make a lasting and positive impact within the academic community. Additional implications are discussed.


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Author Biographies

  • Marlon Sipe, School of Languages and General Education, Walailak University, Thasala District 80160, Nakhon Si Thammarat, Thailand

    A lecturer at the School of Languages & General Education, Walailak University in Nakhon Si Thammarat, Thailand. As a communication scholar, he is interested in exploring ‘teaching’ as a communication phenomenon.

  • Henry Lemana, School of Languages and General Education, Walailak University, Thasala District 80160, Nakhon Si Thammarat, Thailand

    An EFL lecturer at Walailak University in Nakhon Si Thammarat, Thailand. He holds a Ph.D. in applied linguistics and is pursuing an Ed.D. in educational management and leadership. Dr. Lemana's academic pursuits revolve around pragmatics, sociolinguistics, and language education.

  • Jean Saludadez, Faculty of Information and Communication Studies, University of the Philippines Open University, Los Baños, Laguna 4031, Philippines

    Teaches research paradigms at the graduate level. Her research interest is understanding organizations through the lens of communication as constitutive of organization perspective. She recently published a chapter in the Routledge Handbook of Communication as Constitutive of Organization.


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How to Cite

Sipe, M., Lemana, H. ., & Saludadez, J. (2024). Surviving in a Provisional Workplace: Foreign Lecturers’ Practices in an Asian HEI. Journal of Education Culture and Society, 15(1), 349-370.