Chasing butterflies? Experiences and challenges of being and becoming a TELL researcher against the digital applied linguistic context

Abstract

To burgeon in academia, early-career researchers face many challenges related to teaching, research, and career development. This paper seeks to explore these challenges through the lens of Bronfenbrenner’s (1979) ecological systems theory, highlighting the lived experiences of two TELL (Technology-enhanced language learning) researchers. By revisiting Bourdieu’s (1986) theory of capital, we analyzed how various forms of capital emerge from their experiences. We also referred to Davin and Norton’s (2015) model of investment for understanding TELL identities and investment. The findings reveal significant insights into the broader social issue of inequity, offering valuable perspectives on how these challenges can impact academic progression and success as a “TELLer.” Through this exploration, we aim to shed light on the systemic barriers early-career TELL researchers face and suggest pathways for addressing these inequalities within the TELL academic landscape.