“Do I really recognize it?†Delving into English Language Learners’ Identity Construction

Heri Mudra*    -  Institut Agama Islam Negeri Kerinci, Indonesia

(*) Corresponding Author
DOI: 10.21580/vjv13i218968

Learners must construct a learning identity to succeed when learning English. This current study attempted to discuss English language learners’ (ELLs) insights on language learning identity construction. A survey study collected quantitative data from 219 ELLs in several Indonesian universities. Questionnaires were distributed and completed via online mode (i.e., Google Forms), and a two-week due time was assigned for each participant. As for results, various insights emerged as the ELLs recognized their identity construction. They have identity aspects such as linguistics, belongingness, expectation, attitude, and agency. Each aspect helped to form ELLs’ identity construction in many ways, including learning competence, socio-cultural awareness, educational component, and psychological conviction. Identity construction is not complicated to achieve as long as ELLs have strong learning commitment. In addition, it is implied that this study is paramount to empower pedagogical strategies, educational policies, and academic performance.   

Keywords: English language learner; identity construction; language learning

  1. Ahn, S.-Y. (2021). Visualizing the interplay of fear and desire in English learner’s imagined identities and communities. System, 102, 102598. https://doi.org/https://doi.org/10.1016/j.system.2021.102598
  2. Aliakbari, M., & Amiri, M. (2018). Foreign language identity and Iranian learners’ achievement: A relational approach. System, 76, 80–90. https://doi.org/https://doi.org/10.1016/j.system.2018.05.009
  3. Barahona, M., & Ibaceta-Quijanes, X. (2019). Neither Fish nor Fowl: the Contested Identity of Teachers of English in an EFL Context. RELC Journal, 51(3), 347–363. https://doi.org/10.1177/0033688219847315
  4. Benzehaf, B. (2023). Multilingualism and its role in identity construction: a study of English students’ perceptions. International Journal of Multilingualism, 20(3), 1145–1163. https://doi.org/10.1080/14790718.2021.2003369
  5. Chao, C. (2022). Being a YouTuber that language learners recognize: A study on constructing language teacher identities in social media community of practice. System, 109, 102860. https://doi.org/https://doi.org/10.1016/j.system.2022.102860
  6. Chen, J., Tan, J., & Lei, J. (2022). Exploring learner identity in the blended learning context: A case study of collaborative writing. System, 108, 102841. https://doi.org/https://doi.org/10.1016/j.system.2022.102841
  7. Fata, I. A., Nur, L. M., & Alya, A. R. (2023). Examining Students ’ Perceptions of Indonesian High School Students on the Use of TikTok in Learning English. 12(1), 17–32. https://doi.org/10.21580/vjv12i216973
  8. Feng, M., & Kim, H. K. (2023). The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity. Language Teaching Research, 13621688231170440. https://doi.org/10.1177/13621688231170441
  9. Gao, Y., Cui, Y., & De Costa, P. I. (2022). ‘Agree to disagree’: Reconciling an English teacher’s identity tensions in negotiating an educational reform through a community of practice perspective. Language Teaching Research, 13621688221130124. https://doi.org/10.1177/13621688221130125
  10. Gu, M. M., Jiang, L., & Ou, W. A. (2022). Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers. Language Teaching Research, 13621688221117060. https://doi.org/10.1177/13621688221117061
  11. Li, F., & Han, Y. (2023). Chinese international students’ identity (re)construction mediated by teacher feedback: Through the lens of academic discourse socialisation. Journal of English for Academic Purposes, 61, 101211. https://doi.org/https://doi.org/10.1016/j.jeap.2022.101211
  12. Li, Y., & Deng, L. (2019). I am what I have written: A case study of identity construction in and through personal statement writing. Journal of English for Academic Purposes, 37, 70–87. https://doi.org/https://doi.org/10.1016/j.jeap.2018.11.005
  13. Liu, H., Zhang, X., & Fang, F. (2023). Young English learners’ attitudes towards China English: unpacking their identity construction with implications for secondary level language education in China. Asia Pacific Journal of Education, 43(1), 283–298. https://doi.org/10.1080/02188791.2021.1908228
  14. Macías Villegas, D. F., Hernández Varona, W., & Gutiérrez Sánchez, A. (2020). Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program. Teaching and Teacher Education, 91, 103055. https://doi.org/https://doi.org/10.1016/j.tate.2020.103055
  15. Nazari, M., Karimi, M. N., & De Costa, P. I. (2023). Emotion and identity construction in teachers of young learners of English: An ecological perspective. System, 112, 102972. https://doi.org/https://doi.org/10.1016/j.system.2022.102972
  16. Nazari, M., Nejadghanbar, H., & Hu, G. (2023). Emotion labor and professional identity construction of TESOL teacher educators. System, 117, 103111. https://doi.org/https://doi.org/10.1016/j.system.2023.103111
  17. Nazari, M., Seyri, H., & Karimpour, S. (2023). Novice language teacher emotion labor and identity construction: A community of practice perspective. Teaching and Teacher Education, 127, 104110. https://doi.org/https://doi.org/10.1016/j.tate.2023.104110
  18. Nematzadeh, A., & Haddad Narafshan, M. (2020). Construction and re-construction of identities: A study of learners’ personal and L2 identity. Cogent Psychology, 7(1), 1823635. https://doi.org/10.1080/23311908.2020.1823635
  19. Nguyen, M. H., & Ngo, X. M. (2023). An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency. Language Teaching Research, 13621688221151046. https://doi.org/10.1177/13621688221151046
  20. Nguyen, T. A., Nguyen, T. H., Nguyen, M. H., Phạm, T. T., Le, T. T., Phuong, Y. H., & Huynh, T. T. A. (2022). Empowering Vietnamese EFL Learners at Tertiary Level: Investigating Factors Shaping Learner Autonomy in English Language Acquisition. Vision: Journal for Language and Foreign Language Learning, 11(2), 125–138. https://doi.org/10.21580/vjv12i116406
  21. Pandhiani, S. M. (2022). Toward Empowered Identities: An Exploration of Female ESL Learners’ Literacy Through Digital Storytelling. Journal of Asian and African Studies, 00219096221125910. https://doi.org/10.1177/00219096221125910
  22. Pennington, M. C., & Richards, J. C. (2016). Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/0033688216631219
  23. Rezaei, S., & Latifi, A. (2020). Iranian EFL learners’ identity construction in a critical reflective course: a case of an online course. Open Learning: The Journal of Open, Distance and e-Learning, 35(1), 63–81. https://doi.org/10.1080/02680513.2019.1632700
  24. Richards, J. C. (2021). Teacher, Learner and Student-Teacher Identity in TESOL. RELC Journal, 54(1), 252–266. https://doi.org/10.1177/0033688221991308
  25. Ruohotie-Lyhty, M., Aragão, R. C., & Pitkänen-Huhta, A. (2021). Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers’ visualisations of their professional futures. Teaching and Teacher Education, 100, 103270. https://doi.org/https://doi.org/10.1016/j.tate.2020.103270
  26. Sakamoto, M., & Furukawa, G. (2022). Native speakers aren’t perfect’: Japanese English learners’ identity transformation as English users. System, 110, 102921. https://doi.org/https://doi.org/10.1016/j.system.2022.102921
  27. Sampson, R. J. (2017). Openness to messages about English as a foreign language: Working with learners to uncover purpose to study. Language Teaching Research, 23(1), 126–142. https://doi.org/10.1177/1362168817712074
  28. Shinozaki, F., & Aoki, H. (2023). Does Interactivity in an English Presentation Affect its Preparation Process ? 12(1), 33–46. https://doi.org/10.21580/vjv12i217294
  29. Stroud, C., & Wee, L. (2005). Style, identity and English language literacy. Linguistics and Education, 16(3), 319–337. https://doi.org/https://doi.org/10.1016/j.linged.2006.03.002
  30. Tajeddin, Z., & Fereydoonfar, M. (2022). Construction and Validation of an Identity Scale for English Language Learners. International Journal of Society, Culture & Language, 10(2 (Themed Issue on the Socio-Psychology of Language)), 12–26. https://doi.org/10.22034/ijscl.2022.545507.2506
  31. Tao, J. (Tracy), & Gao, X. (Andy). (2018). Identity constructions of ESP teachers in a Chinese university. English for Specific Purposes, 49, 1–13. https://doi.org/https://doi.org/10.1016/j.esp.2017.09.003
  32. Wang, Y. (2021). Authenticity of Identity and Second Language Learning. SAGE Open, 11(4), 21582440211068516. https://doi.org/10.1177/21582440211068516

Open Access Copyright (c) 2024 Heri Mudra
Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Vision: Journal of Language and Foreign Language Learning is indexed by

    

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

View My Stats

Publisher
English Education Department,
Faculty of Education and Teacher Training,
Universitas Islam Negeri Walisongo Semarang
Jl. Prof Hamka Ngaliyan Semarang, Jawa Tengah, Indonesia

apps