Globalization, English and cultural identity: A phenomenological study of Turkish EFL teachers' perceptions

English has secured its position as the most widely spoken language globally, although its status varies across countries. This status of English has played a significant role in fostering intercultural communication, thereby facilitating the transcendence of cultures, values, and understandings through mediums such as trade, education, entertainment, and media, and accelerating the process of globalization. The reciprocal relationship between globalization and English, while differing according to historical and geographical contexts, has led to shifts in individuals' ideas, emotions, and perspectives. As a language that both influences and is influenced by globalization, English is taught in formal educational institutions in Türkiye by English language teachers. Current literature reviews suggest that English and its relationship with globalization can potentially impact the cultural identities of language users. In this respect this research, employing a qualitative phenomenological approach, aims to explore the perceptions of Turkish teachers of English as a foreign language (EFL) working in state schools in Türkiye regarding the influence of the language they teach and its connection to globalization on their own cultural identities. Data was collected through semi-structured interviews from 12 EFL teachers working at state schools and analyzed using thematic analysis with the aid of MAXQDA software. Participants were selected using purposive sampling, a method chosen to include English teachers with rich knowledge and experience relevant to the research topic due to the nature of their profession and qualifications. The analysis revealed that participants perceive globalization both as a neutral and directed process, with English playing a central role in accelerating it. While teachers reported benefits such as access to global resources, intercultural communication, and professional development, they also expressed concerns over cultural erosion, identity shifts, and the influence of foreign values. They described their cultural identity as shaped by national, religious, and social factors, and emphasized the importance of maintaining a balance between embracing global culture and preserving Turkish values. Teachers' strategies in cultural navigation varied, ranging from selective integration of foreign elements to a strong emphasis on cultural preservation. These results provide valuable insights for educators, policymakers, language curriculum designers, and researchers. The study contributes to the growing literature on language, identity, and globalization by highlighting the complex ways English shapes the cultural self-perceptions of language teachers in Türkiye.