2 Erasmus+ Mobilities to SKU and finishing our PhDs – by Rebecca Dengler and Miaoxing Ye
Two PhD journeys have come to an end. They did not just happen behind a desk but unfolded across two (and in Miaoxing‘s case three) countries, filled with both expected and unexpected challenges, and even more moments of joy. We conducted our research at Savannakhet University in Laos, where far more than academic work awaited us. There were quarantine rooms, bus rides in sweltering heat, and the uncertainty of navigating a world still adjusting after the global pandemic.
We faced delays, visa setbacks, and moments of doubt, yet each obstacle became an opportunity to reflect, adapt, and grow. Along the way, we experienced the warmth and hospitality of colleagues and friends in Savannakhet, the joy of stepping out of our comfort zones (and sometimes even literally, as in our journey through the darkness of Kong Lor Cave).
This is the story of our research, our challenges, and joyful moments along the way, with a heartfelt thank you to all the colleagues and friends in Savannakhet who supported us so generously throughout our journey.
Our Research Stories
Rebecca: I did my PhD at the University of Education Karlsruhe with Prof. Dr. Isabel Martin as my supervisor and Ass.Prof. Dr. Prem Phyak as my second supervisor. I published it in March 2025 and my full thesis can be accessed here. In my research, I worked together closely with English language educators at Savannakhet University to examine intercultural barriers that arise from the use of so-called “international” or “global” course books for English language teaching at Savannakhet University. Through 24 in-depth, semi-structured interviews lasting 30–50 minutes, English teachers and academic leaders at Savannakhet University shared their perspectives on teaching with these textbooks, highlighting both the intercultural challenges they encounter and the strategies they develop to address them in their classrooms.
Before the interviews, I observed several English classes to get an insight into the teaching and learning situation at SKU. In addition, I collected teaching material, as well as curriculum, and course descriptions to analyse. I hope my research and findings offer perspectives on how to decolonise English language teaching, delink from Western-based material, make it more suitable for Lao students and their English-learning needs.
Miaoxing: I am a PhD candidate at the University of Education Karlsruhe, where I submitted my PhD thesis in September 2025 under the supervision of Prof. Dr. Isabel Martin and Prof. Dr. Yanyan Zhang (Wuhan University, China). Before my doctoral studies, I spent two years as an English teacher at a Chinese university, teaching subjects such as English reading, listening, and IELTS writing. It was during my first few years in Karlsruhe that I began to question the “native-speaker” norms I had previously followed. Realizing the problems with those standards, I committed myself to identifying and challenging the colonial practices that persist in English Language Teaching (ELT). This mission led me to Savannakhet University in Laos in 2022, where I traveled with Rebecca Dengler to collect the fieldwork data for my research project.
In my research, I investigate the phonological features of Lao English to challenge the colonial legacy of “native-speaker” norms that often marginalize local learners. Before data collection, I spent time getting to know the ELT at SKU. I attended several online and in person English classes within the Linguistics Department. This allowed me to truly understand the teaching and learning environment at SKU and build a connection with the students.
Because my study required a specific proficiency level, I reached out to potential participants through classroom visits, WhatsApp, and helpful recommendations from the SKU faculty. In the end, 60 English majors at SKU contributed to the project. The data collection involved spontaneous picture descriptions and structured read-alouds, as well as in-depth interviews.
To see how Lao English is perceived internationally, I played 30 of these recordings to German and Chinese listeners. They provided transcriptions and rated the speech based on accentedness, comprehensibility, and intelligibility. By looking at this qualitative feedback alongside detailed phonological data, I identified which speech features actually matter for mutual understanding in a global context.
Ultimately, I hope my findings offer a new perspective on how to decolonize English pronunciation instruction. Moving away from native-speaker models in Laos, Germany, and China allows us to reshape ELT so that it truly serves the needs of Lao students.
Facing Challenges
In 2021, when Germany had lifted most COVID-19 restrictions and international travel became feasible again, we attempted to travel to Laos for our research. However, we quickly realized that “re-opening” was not happening at the same pace everywhere. Laos remained under strict lockdown at the time, with severe restrictions in Savannakhet Province and nationwide travel bans. With tourist visas completely unavailable, we had to apply for a special visa through the Lao Ministry of Planning and Investment. We submitted everything in February, hopeful that by spring we would be allowed to visit SKU.
On April 26th, SKU reached out with a disappointing update: our application had stalled. Because of the nationwide travel bans, the very staff members needed to facilitate our entry were unable to leave Savannakhet themselves. With the government understandably prioritizing pandemic control over administrative paperwork, our trip became impossible.
Miaoxing: It was a deeply discouraging moment, and we had to act quickly to adapt our research plans. However, looking back, this forced delay became a vital period of growth for the project. Since I could not be there in person, I changed my focus toward the literature and used the extra time to refine my methodology. I also began listening closely to recordings from previous research at SKU to familiarize myself with the specific features and rhythms of Lao English. It was not the journey I had planned, but it gave me a level of preparation I would not have had otherwise.
Rebecca: Like Miaoxing, I had to adapt and make productive use of the time I spent in Germany. I continued transcribing the interviews I had conducted during my first stay in Savannakhet before I had to quickly leave Laos due to the COVID-19 pandemic. This period allowed me to deepen my analysing skills, develop a coding system, revisit literature, and prepare for the continuation of the interviews as soon as we were able to return to Laos.
Our second attempt at applying for a visa finally succeeded at the end of 2021, and by 11 March 2022, we were on a flight from Frankfurt to Vientiane. Landing in Laos felt like a victory, though it was immediately followed by a mandatory seven-day hotel quarantine. The first two days passed peacefully as we recovered from jet lag and enjoyed our first authentic Lao meals. However, things soon became more difficult. The small room, the repetitive food, and the lack of exercise, combined with the constant worry about whether our research at SKU could actually move forward, made us feel increasingly anxious.
After seven days in a hotel room, we were finally cleared to head south. The journey from Vientiane to Savannakhet was a true test of endurance. We boarded a bus that was not equipped with air conditioning, which meant we were sitting in the tropical heat for hours, while keeping our masks firmly on. We had bought internet credits at a local shop, but we could not get the connection to work. The more we tried to get the signal, the more anxious we felt—and the hotter the bus seemed to get. When the bus finally arrived at Savannakhet, we stepped out into the sun, dragging our heavy suitcases and wondering what to do next, we heard a shout. Dr Lanta Kethoukham and her daughter Nalin were calling to us from their car. We were then finally assured and relaxed!
Lanta had prepared a beautiful flat for us right next to her own house. It had two bedrooms (each with its own bathroom), a living room, a kitchen, and even a yard. Having a space that felt so private yet connected to a local family made us feel at home immediately. We truly thank her for her hospitality.
Even after we arrived, things were not exactly “back to normal”. COVID-19 was still a major concern, and some cases had recently been traced from Vientiane back to the university. Even though we had already quarantined once, it was suggested that we wait a few more days at home before heading to campus. We spent that time taking several COVID tests and watching the situation closely. Luckily, we stayed healthy, but the uncertainty added tension to those first few days.
By April, we finally started our daily visits to SKU. Every weekday morning, we would head to the campus with Dr Lanta. The teachers in the Linguistics Department were welcoming; they showed us around and we often had lunch together. However, the campus was still quiet since students were still learning remotely.
Miaoxing: I started by approaching the teachers in the Linguistics Department to ask if I could observe their online sessions. These interactions gave me a much clearer picture of the students’ English proficiency and their specific pronunciation patterns, but I soon encountered the language barrier. Even though my research was about English, my lack of Lao language skills made it hard to connect. Many of the English major students were very shy. When I tried to speak to them in English, they would often freeze up. I realized that if I wanted them to feel comfortable, I had to be the one to step out of my comfort zone first. That is when I started taking daily Lao language classes with Ms Khanthanaly Phanvilaysone. We met for an hour or two every day. Starting a conversation with a few simple phrases in Lao immediately broke the ice. It showed the students I was a learner too, which gave them the confidence to open up and start chatting with me in English.
Memorable Moments
Yet our time in Savannakhet was not defined by the challenges and research schedules alone. Between interviews, learning Lao, and observations, there were moments when we had time to explore Savannakhet and its surrounding provinces. One journey was particularly memorable.
Konglor Cave Adventure
Lanta took us to Khammouane Province. First, we explored Kong Lor Cave, a karst limestone cave, often considered as one of Southeast Asia’s geological wonders. Nam Hin Bun River runs through the roughly 7,5 km long cave and in parts it is up to 92 m high. When we entered Kong Lor Cave by boat, we did not fully realise how long and dark the journey would be. The guide’s headlamp provided just enough light to reveal the massive rock formations as we made our way through the 7,5 km passage. We stopped briefly to walk through a lit section of the cave, where we could see the impressive shapes of the stalactites and stalagmites up close. In some shallow areas, we had to step out into the cold water to help the boat over small rapids, which added a sense of adventure. After what felt like a long but fascinating journey underground, we finally emerged into the sunlight and jungle on the other side, it felt like stepping into a completely different world.
Rebecca: Traveling through Kong Lor Cave and its vast darkness by boat almost felt like a metaphor for the PhD process: sometimes you are surrounded by uncertainty, but you are guided by others who shine light on the path ahead. At times, we had to step out of the boat and into the cool water, uncomfortable, but necessary, stepping out of your comfort zone, leaving the safe, familiar surroundings, facing unexpected challenges. That experience reminded us that growth often happens just outside of what feels familiar, and that by the time you emerge, you are still yourself, but not quite the same.
This was just one of the many adventures we got to experience during our time in Laos. After our adventure in Khammouane Province, we returned to Savannakhet ready to focus on our work at the university.
Workshop on Decoloniality and Global Citizenship Education
A few weeks later, on June 15th and 22nd, we conducted a workshop on “Decoloniality and Global Citizenship Education” for the English teaching staff at SKU. We discussed concepts aligned with Erasmus+ project goals (Phase 3), emphasizing the importance of global citizenship and the integration of these perspectives into teaching and international cooperation.
We discussed what it means to be a global citizen, examined global challenges and the impacts of globalization, and reflected on the relevance of Global Citizenship Education (GCE) in the Lao context. Through inputs, group discussions, and interactive activities, we compared “soft” and “critical” approaches to GCE and developed ideas for integrating these perspectives into their own classrooms.
The second session focused on decoloniality, including World Englishes, accents, and decolonizing language teaching and educational practices. Teachers critically analysed colonial practices in education and explored ways to decolonize teaching in Laos, concluding the workshop with reflection activities and a closing ceremony.
The openness and engagement of the English teaching staff at SKU made the discussions particularly insightful and showed how relevant the topics of global citizenship and decoloniality are for everyday teaching practice. Not only the workshop but also our PhD projects depended on the support and involvement of many people. For this reason, we would like to take this moment to express our sincere gratitude to everyone who contributed to our research and time in Laos.
A heartfelt thank you
Miaoxing: Looking back on my time in Laos, I realize that this research was only possible because of a massive community effort. I want to start by thanking my colleagues at the International Office and the Linguistics Department at SKU. The International Office dealt with our visas and bureaucratic paperwork that allowed us to stay and work in Savannakhet safely, while my colleagues in the Linguistics Department helped me settle into campus life. From recommending participants to getting classrooms for my data collection, their support was vital to this project. Without their help, I would not have been able to find enough participants or finish my data collection on time. I also want to express my gratitude to my Lao teacher, Khanthanaly. She did not just teach me vocabulary; she gave me the confidence to bridge the gap with my students and truly connect with the local community.
Most importantly, I want to thank the students and participants at SKU, who were truly the heart of this study. I am so grateful for their friendliness and openness. They approached speaking tasks and interviews with such a positive spirit, and I will never forget their willingness to share their voices.
Finally, my thanks go to Dr Lanta and my friends in Savannakhet. You made my daily life so much easier—from helping me navigate the city to making sure my commute to SKU was always comfortable. These three months have become a very special chapter in my life, not just because of the research I finished, but because of the wonderful people met along the way.
Rebecca: I can only add to Miaoxing’s thank you. I am very grateful to all colleagues and research participants at SKU who generously shared their time, experiences, and perspectives with me in the interviews and allowed me to observe their lessons. Only they made the research possible, and I truly appreciated the trust and cooperation they showed throughout the process.
I also want to thank my friends in Savannakhet, who supported me from the very beginning. Arriving in a new city without knowing anyone was challenging, but their kindness and help made a big difference. Thanks to them, Savannakhet gradually felt less like a place of research and more like a second home, also during this second stay.
Text by Rebecca Dengler & Miaoxing Ye
Photos by Rebecca Dengler, Miaoxing Ye, Lanta Ketoukham, Khanthanaly Phanvilaysone, Isabel Martin & three students from SKU
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