Identity research, L2 learner identity included, has of late, witnessed an unprecedented surge. Changes in the concepts of 'language" "community", and the "individual" "competence", have all influenced researching identities, leading ultimately to them perceived as "complex", "multi-faceted", "dynamic", "varied", "changing", "fluid", "re/constructed" and "negotiated" phenomena. This study attempts to explore identities in the context of a Saudi Arabian college. In particular, the complexities, idiosyncrasies and potentialities of a group of 8 highachieving EFL learners were thoroughly probed cross a period of four to six years. Instances of manifestations, construction, negotiation, and shift were probed. The mixed data collected and analysed subsumed a variety of observation sheets, semi-structured interviews, and informal talk and some verbal introspections included largely within the body of interviews. Some four nonnative multilingual instructors were likewise interviewed to help enrich the journey into these participants' L2 selves. Findings suggest the existence of subtle ways of construction, manifestation, negotiation and shift among the participants. The discussion reveals interesting instances of L2/self facets, third spaces, idiosyncrasies (self-definition and reflection problems, self-talk, etc.), complex L1-L2 relationship (languaging and reversed transfer supporting Cook's Multicompetence), etc. Empowerment of nonnative multilingual is further suggested in the discussion building on the conversation and interviews with several of them working in the context investigated alongside the data from students.

This study examines the effectiveness of scaffolding in the context of Majmaah University EFL. It does so by exploring the attitudes and perceptions of a randomly selected group of (30) EFL instructors of various backgrounds and degrees. Theoretically, it is informed by a medley of relevant theories and approaches Vygotsky's Sociocultural Theory of Learning, Bakhtin's Dialogism and Habermas' Communicative Rationality. Methodologically, a combination of a questionnaire (23 participants) and focus group discussions (FGD) (7 participants) were employed to collect the data and then analyze it using a pertinent tool for each instrument. The three questions the paper set out to answer were: 1) what are the perceptions and attitudes of Majmaah University EFL teachers towards scaffolding? 2) To what extent are they aware of scaffolding in teaching? 3) What is their attitude for practicing scaffolding in pedagogical contexts?. Even though the analysis largely revealed that the participants practiced scaffolding in some way or the other and that their attitudes and perceptions regarding practical pedagogical scaffolding were exceedingly positive, there were, nonetheless, interesting complexities unveiled all along. Contrary to the seemingly participants' perception of a strong belief of their knowledge of the principles and approaches underlying scaffolding, profound analysis suggests that they, in fact, lack adequate relevant knowledge/competence. The participants appeared less confident of their beliefs when it comes to practical and pedagogical scaffolding. The major contribution of this paper lies in the apparent gap it fills with its narrow focus on the instructors' attitudes and perceptions alongside its innovative employment of focus group discussion (FGD) as an effective research tool.

Interest in both Identity and Academic Writing and Discourse has recently remarkably resurged. This has been so in both applied linguistics and discourse studies. As a result, many dominant ideas, practices, and paradigms have been criticized, challenged, or re-considered. The paper casts light on identity features and manifestations in the academic writing/research discourse of EFL/applied linguists in the context of a Saudi college. Identity research has been significantly under-researched in Majmaah University and KSA in general. The study seeks to answer:1. Do researchers’ identities manifest themselves in the academic/research discourse of applied linguists and EFL scholars? If so, in what ways can these identities and self-manifestations appear in the academic and research discourse of applied linguists and EFL scholars? To what extent, if any, are applied linguists and EFL scholars/ researchers aware that they represent themselves in their academic and research discourse/writing? We used a mixed-method design to amalgamate data from two primary instruments: questionnaire and interviews, which were analyzed using SPSS and thematic analysis together with some qualitative methods of analysis. Findings suggest that researchers do display themselves in research employing various identity, agency, and voice strategies/ techniques and that they are broadly aware of this experience, that these identities are represented via a myriad of linguistic/discourse ways, and that they appear to be aware of this process. The implications of these identity manifestations and self-externalizations for research discourse theory and practice, academic writing, language, and research education were explored and discussed.

Interest in both Identity and Academic Writing and Discourse has recently remarkably resurged. This has been so in both applied linguistics and discourse studies. As a result, many dominant ideas, practices, and paradigms have been criticized, challenged, or re-considered. The paper casts light on identity features and manifestations in the academic writing/research discourse of EFL/applied linguists in the context of a Saudi college. Identity research has been significantly under-researched in Majmaah University and KSA in general. The study seeks to answer:1. Do researchers’ identities manifest themselves in the academic/research discourse of applied linguists and EFL scholars? If so, in what ways can these identities and self-manifestations appear in the academic and research discourse of applied linguists and EFL scholars? To what extent, if any, are applied linguists and EFL scholars/ researchers aware that they represent themselves in their academic and research discourse/writing? We used a mixed-method design to amalgamate data from two primary instruments: questionnaire and interviews, which were analyzed using SPSS and thematic analysis together with some qualitative methods of analysis. Findings suggest that researchers do display themselves in research employing various identity, agency, and voice strategies/ techniques and that they are broadly aware of this experience, that these identities are represented via a myriad of linguistic/discourse ways, and that they appear to be aware of this process. The implications of these identity manifestations and self-externalizations for research discourse theory and practice, academic writing, language, and research education were explored and discussed.

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