EFL Learning and Self-identity Development: A Case Study

This 2-year qualitative study examined the EFL learning and self-identity development of three college students from a university in Beijing, China. Data collected included interview transcripts, field notes observations, participants’ Internet postings, academic works, so on. Giddens’ theory reflexivity was adopted as theoretical framework. Norton’s investment also used case analysis. Results revealed that learners constructed multiple identities their investments, which represented ambivalent desires using English; could monitor process reflexively exercise agency drawing on different resources selectively to construct ideal identities; unintended consequences were produced by learners’ acts, turn served conditions further acts.