Date of Award

5-2026

Document Type

Open Access Thesis

Degree Name

Master of Education (MEd)

First Advisor

Alexander Lepidus

Second Advisor

KAthleen McGovern

Third Advisor

Melinda Butler

Keywords

EFL Learning, Autoethnography

Abstract

This mixed-methods thesis recounts the author’s cumulative five years of teaching experience in Japan and Hungary as the foundation for her observations of the effects that native language (L1) and culture (C1) have on the teaching and learning of English as a Foreign Language (EFL; in this case, the L2) and English-speaking cultures (ESC; in this case, the C2). These autoethnographic portions are supported by literary research of related fields, such as language transfer, and by surveys conducted with Japanese and Hungarian students and teachers. This thesis explores three primary aspects of how L1 and C1 impact the EFL student and teacher experience: (1) how a student’s L1 and C1 influences their study of English L2 and C2; (2) how a teacher’s L1 and C1 influences their teaching of English L2 and C2; and (3) how students perceive their English L2 and C2 education based on the L1 and C1 of their teacher. Finally, considering the author’s experiences and research, she offers insights and tools for new and current EFL teachers, whether they are in Japan, Hungary, or another country.

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