@article{2018,title={VOICES FROM THE PERIPHERY: THE ACADEMIC EXPERIENCES OF EFL TEACHERS DURING PHD IN ENGLISH LANGUAGE TEACHING},abstractNode={Professional development of teachers is vital in that it is “a key lever for moving education off dead center towards a better future” (Vrasidas & Zembylas, 2004, p. 326). So, many teachers of English devote valuable time and energy to get an academic degree and thus become a better teacher. Although numerous studies have been conducted on the experiences of non-native PhD students studying at universities in the ‘inner circle’ countries, the present study sought to explore the academic experiences of non-native PhD students majoring in English language teaching (ELT) departments in a non-native context, Turkey, because such experiences are regarded by graduate students the world over as the most significant aspect which influences the quality of their research experience (Kachru, 1985). Moreover, very few, if any, studies have been conducted on the challenges which non-native PhD students experience in an expanding circle. Data for the present study were collected though in-depth interviews and a metaphor elicitation task with ten PhD students studying at different universities in Turkey. The findings revealed that among various other problems which the students faced, the most salient ones were those related to academic writing in Turkish as opposed to English, written feedback, supervision and administration. In addition, the metaphors which PhD students used centred generally on the theme of epic struggles and desperation in the hope of reaching the goal. The study also provides implications and suggestions for the guidance and supervision of non-native PhD students in the expanding circle.},author={Gül KARAAĞAÇ ZAN-& Zuhal OKAN},year={2018},journal={International Journal of Language Academy}}