From local to global

Abstract This study aimed to explore research publishing participation of English as a Foreign Language (EFL) teachers at universities in Saudi Arabia, particularly regarding non-native English-speaking teachers (NNESTs). This study focuses on teachers’ motivations, the establishment of personal identity, and their emotions in local and international academic publishing. Based on 11 participant interviews, the challenges faced by NNESTs include linguistic and cultural factors alongside organisational and identity points of pressure, with effects such as anxiety and rejection. Achievement depends on external objectives such as career development and conducting research; however, as they progress from one level to another, they become driven by internal factors such as interest and passion. The outcomes underscore the need for enhanced institutional support for several learning interests, including allowing teachers to access global academic materials and resources. Resolving these issues may help promote an academic environment that highlights NNESTs in premier publications. This study calls for reforming current pedagogical practices to better support NNESTs and recommends future research focused on sustained engagement and indexed publication opportunities to support NNEST research paths more effectively.