Title

Mutual influences between learners' identity construction and

English language learning in the first year of university study in
China

Advisor(s)

Luk, JCM

Author(s)

Huang, Huizhu;

Citation

Issued Date

URL

Rights

2012

http://hdl.handle.net/10722/173913

The author retains all proprietary rights, (such as patent rights)

and the right to use in future works.

Abstract
Abstract of thesis entitled
Mutual Influences between Learners Identity Construction and English Language
Learning in the First Year of University Study in China
Submitted by
Huang Huizhu
for the degree of Master of Philosophy
at The University of Hong Kong
in February 2012
This thesis explores the mutual impacts between English learners identity construction and their
English learning at university level of education in the Peoples Republic of China. Grounded in
the sociocultural perspective on second language learning and based on the theory of
communities of practice and the concepts of imagined communities and investment, the research
focuses on two non-English major students English learning in a comprehensive university and
investigates the social, historical and individualistic factors causing identity continuity and/or
identity change in the first year of university study and explores how identity construction and
English learning mutually impacted each other.

This research adopted a qualitative case study method and employed weekly diaries and
interviews as data collection instruments. Data collection lasted six months. Weekly diaries
guided by prompt questions were collected per week to track learners English learning and
identity construction. Semi-structured face-to-face interviews were conducted every five to six
weeks to gain rich contextual, historical and individual information and to retrospectively find
out learners English learning and identities before entering the university and in the first
semester in university. Their English teacher was interviewed for data enrichment and
triangulation. Thematic analysis and Faircloughs model of discourse analysis were used to
identify evidence which shows identity continuity, identity change, and English learning.

Findings show that in English learning in the university, language learners experienced either

identity continuity or change in English learner identities, future career expectations and the
sense of belonging to learning communities in the university. Learners imagined identities in
future careers and future social status remained continuous in the first year and the imagined
identities in future careers and future social status strongly promoted learners investments in
English learning. By engaging in the learning communities in the university with imagination of
learning communities they desired to participate in and imagination of their future, learners built
their sense of belonging to the university, their classes and their dormitories. The growth of the
sense of belonging reflects learners identity change. The sense of belonging facilitated their full
participation in English learning in the university, classes and dormitories as learning
communities. The findings also show that when congruence between the actual and imagined
communities appeared, learners English learning were promoted, whereas incongruence
negatively impacted English learning.
The findings of this study reveal the importance of learners imagined communities and imagined
identities in future careers and future social status and also reveal the effects of learners nonacademic factors on their English learning. This thesis suggests that learners diverse
backgrounds and multiple identities should be taken into consideration when English curricular
are designed. Career counselling and buddy schemes are also suggested. Accordingly, this study
enhances the understanding of the first-year non-English major undergraduates identity
construction in EFL learning in China. This study also attracts educators and researchers
attention to the needs of non-English major students English learning in China as well as the
needs of first-year undergraduates who experience a transition from high school to university.

Mutual Influences between Learners Identity Construction

and English Language Learning in the First Year of
University Study in China

By

Huang Huizhu

A thesis submitted in partial fulfillment of the requirements for

the degree of Master of Philosophy
at The University of Hong Kong
February, 2012

Declaration

I declare that this thesis represents my own work, except where due
acknowledgement is made, and that it has not been previously included in a thesis,
dissertation or report submitted to this University or to any other institution for a
degree, diploma or other qualifications.

Signed _______________
Huang Huizhu ()

Acknowledgements

With great respect and humility, I wish to express my sincere thanks to all the
people and the University of Hong Kong that, in one or another way, made this
thesis possible. First of all, my sincere and special appreciation goes to Dr.
Jasmine Luk, my supervisor, who has walked me all the way through this journey
with great passion and patience. She has always guided me ahead by academic
advice and emotional encouragement. I have benefited massively from her wise
prompts, searching questions, constructive comments and emotional comfort.

Many thanks are also given to my panel members, Professor Stephen Andrews
and Professor Gerry Postiglione for their helpful advice. I wish to express my
heartfelt thanks to my dear faculty mates at the University of Hong Kong, in
particular to Dr. Lu Hangyan, Ms. He Peichang, Ms. Wan Zhongyan, Mr. Wang
Ge, Dr. Jin Jun, Dr. Liang Xiaohua, Ms. Rong Xiaoyan and many others. I have
enjoyed and benefited greatly from their academic suggestions, emotional
supports and afterwork entertainments. I also wish to acknowledge the support I
have received from the staff in the Research Office of Faculty of Education.

I gratefully acknowledge the financial assistance of the University of Hong Kong

which has financed my MPhil studies in one of the most prestigious universities in
the world, providing me an opportunity to study in an academically rigorous
learning community with academic experts and helpful faculty mates.

I am also grateful to the informants in the study who has spent a lot of time in
participating in interviews and writing diaries, generously sharing their excitement
and disappointment of English learning and other university experiences with me.
Without their support, this study could not be carried out.
ii

I reserve my deepest gratitude to my parents and my younger brother for their

unconditional love, support, patience and tolerance all over the years. They have
made my life meaningful!

iii

Contents

Declaration ............................................................................................................................... i
Acknowledgements ................................................................................................................ii
Contents .................................................................................................................................. iv
List of Tables ........................................................................................................................vii
CHAPTER 1 INTRODUCTION ............................................................................................ 1
1.1 Introduction ...................................................................................................................... 1
1.2 Background ...................................................................................................................... 1
1.3 Conceptualization of the Study ....................................................................................... 2
1.4 Research Questions .......................................................................................................... 6
1.5 Significance of the Study................................................................................................. 6
1.6 Organization of the Thesis ............................................................................................... 7
CHAPTER 2 LITERATURE REVIEW ................................................................................ 9
2.1 Introduction ...................................................................................................................... 9
2.2 Identity .............................................................................................................................. 9
2.2.1 Defining Identity ...................................................................................................... 9
2.2.2 Identity Continuity ................................................................................................. 10
2.2.2.1 From the Psychological Perspective: Autobiographical Memory .............. 10
2.2.2.2 From the Sociocultural Perspective .............................................................. 12
2.2.3 Identity Change ...................................................................................................... 16
2.3 Mutual Relations between Identity and Language Learning ...................................... 18
2.3.1 The Connections between Identity and Language ............................................... 18
2.3.2 Identity Involvement and Construction in Language Learning .......................... 20
2.3.3 Impacts of Identity on Language Learning .......................................................... 23
2.3.3.1 Language Learning Being Resisted .............................................................. 24
2.3.3.2 Language Learning Being Enhanced............................................................ 25
2.4 Theoretical Framework .................................................................................................. 27
2.5 Summary......................................................................................................................... 34
CHAPTER 3 METHODOLOGY ......................................................................................... 35
3.1 Introduction .................................................................................................................... 35
3.2 Methodological Review: Qualitative Case Studies...................................................... 35
3.3 Research Context and Participants................................................................................ 38
3.4 Research Procedure........................................................................................................ 41
3.5 Methods of Data Collection .......................................................................................... 42
3.5.1 Keeping Weekly Diaries ........................................................................................ 43
3.5.2 Interviews ............................................................................................................... 46
3.5.2.1 Student Interviews ......................................................................................... 48
3.5.2.2 Teacher Interview........................................................................................... 54
3.6 Data Analysis.................................................................................................................. 54
3.6.1 Stage One: Thematic Analysis .............................................................................. 55
iv

3.6.2 Stage Two: Discourse Analysis ............................................................................. 57

3.7 Research Credibility and Validity ................................................................................. 61
3.8 Summary......................................................................................................................... 63
CHAPTER 4 LEARNERS IDENTITY CONTINUITY: EVIDENCE,
FACTORS, AND MUTUAL IMPACTS BETWEEN IDENTITY
CONTINUITY AND ENGLISH LEARNING .................................................................... 65
4.1 Introduction .................................................................................................................... 65
4.2 Learners English Learning Identities before University ............................................ 66
4.2.1 Greena: A Successful Examination Taker and an Excellent English
Learner ............................................................................................................................. 66
4.2.2 Pang: A Very Poor English Learner ...................................................................... 68
4.3 Learners Identity Continuity and English Learning Mutually Impacting
Each Other at University...................................................................................................... 71
4.3.1Greena ...................................................................................................................... 72
4.3.1.1 Emotional Clinging to the Past and English Learning Being
Constrained ................................................................................................................. 72
4.3.1.2 Consistent Passion for English and Consistent Future Career
Expectation ................................................................................................................. 78
4.3.2 Pang ........................................................................................................................ 86
4.3.2.1 Constant Self-perception as a Poor English Learner and More
Investments in English Learning ............................................................................... 86
4.3.2.2 Consistent Future Career Expectation and Persistent Hard Work
at English .................................................................................................................... 92
4.4 Conclusion ...................................................................................................................... 96
CHAPTER 5 LEARNERS IDENTITY CHANGE: EVIDENCE, FACTORS,
AND MUTUAL IMPACTS BETWEEN IDENTITY CHANGE AND
ENGLISH LEARNING.......................................................................................................... 99
5.1 Introduction .................................................................................................................... 99
5.2 Greena ............................................................................................................................. 99
5.2.1 Changed Self-perception as an English Language Learner and More
Investments in English Learning .................................................................................. 100
5.2.2 A Growing Sense of Belonging and English Learning Being
Stimulated ...................................................................................................................... 104
5.2.3 Changed Perception of Value on Ranking in English and Enhancement
of Practice in English Learning .................................................................................... 112
5.3 Pang .............................................................................................................................. 115
5.3.1 Positive Emotion towards the University English Learner Identity and
Inspiration for English Learning .................................................................................. 115
5.3.2 A Sense of Belonging and Extra Efforts for English Learning ......................... 117
5.4 Conclusion .................................................................................................................... 123
CHAPTER 6 DISCUSSIONS AND IMPLICATIONS ................................................... 127
6.1 Introduction .................................................................................................................. 127
6.2 Learners Display of Identity Continuity and Change ............................................... 128
6.3 Factors Causing Learners Identity Continuity and Change ..................................... 130
v

6.3.1 English Learning Outcomes Causing FL Learner Identity

Continuity/Change ........................................................................................................ 130
6.3.2 Unchanged Attitudes to English Causing Consistent Future Career
Expectations................................................................................................................... 131
6.3.3 Social Status Causing Consistent Future Career Expectation ........................... 131
6.3.4 Congruence between Learners Imagined and Actual Learning
Communities Contributing to the Sense of Belonging ............................................... 132
6.3.5 Social Relations Contributing to the Growth of the Sense of Belonging ......... 133
6.4 Mutual Impacts between Identity Continuity and Change and English
Learning .............................................................................................................................. 134
6.4.1 English Learning Impacting Identity Continuity and Change .......................... 134
6.4.2 Identity Continuity and Change Impacting English Learning .......................... 134
6.4.2.1 FL Learner Identity Continuity/Change promoting English
Learning .................................................................................................................... 134
6.4.2.2 Continuous Imagined Identities in the Future Promoting English
Learning .................................................................................................................... 135
6.4.2.3 The Sense of Belonging Promoting English Learning .............................. 137
6.5 Implications .................................................................................................................. 138
6.6 Limitations.................................................................................................................... 142
6.7 Conclusion and Contributions ..................................................................................... 142
APPENDICES ....................................................................................................................... 144
Appendix I: Diary Prompt Questions Used in the Pilot Study ........................................ 144
Appendix II: Diary Prompt Questions Used in the Main Study ..................................... 145
Appendix III: Student Interview Prompt Questions Used in the Pilot Study
(March, 2010) ..................................................................................................................... 146
Appendix IV: Student Interview Prompt Questions Used in the Main Study
(May, 2010)......................................................................................................................... 149
Appendix V: Student Interview Prompt Questions Used in the Main Study
(May and June, 2010)......................................................................................................... 152
Appendix VI: Student Interview Prompt Questions Used in the Main Study
(September, 2010) .............................................................................................................. 153
Appendix VII: Teacher Interview Prompt Questions Used in the Main Study
(September) ........................................................................................................................ 155
Appendix VIII: Conventions of Transcription ................................................................. 157
REFERENCES ...................................................................................................................... 158

vi

List of Tables

Table 3.1 Time and participants of each round of interview 41

Table 3.2 Data collection methods and corresponding data . 42
Table 3.3 Contents of the prompt questions of student interviews ..... 50

vii

CHAPTER 1
INTRODUCTION

1.1 Introduction
This is a research to investigate the mutual relations and impacts between English
learners identity construction and their English learning in the first-year
university study in China. In this chapter, I shall first introduce the background of
conducting this study and how this study was conceptualized. Then I shall present
the research questions. Next, I shall briefly explain the significance. Last, I shall
outline how the whole thesis is organized.

1.2 Background
This exploratory study was inspired by my observation as an English teacher for
seven years in a university in mainland China. According to my observation,
although in the same EFL (English as a Foreign Language) context 1 in the same
university and even the same class English learners have different learning
behaviors, performances, tendencies and outcomes as far as English learning is
concerned. Some students have a negative attitude to English learning in the
beginning but show an active attitude later, while some students behave in an
active way in the beginning but gradually become inactive. Some students achieve
good progress; on the contrary, some students come to no where in the end. These
observations led to my questions: Why do these phenomena happen? What
impacts students English learning? Are there any connections between learners
identities and English learning?

In recent few decades, some researchers studied second language acquisition

1 In China, English is learned as a foreign language (Gao, Li & Li,2002)

(SLA) and foreign language (FL) learning from the sociocultural perspective.
They demonstrated growing interest in both micro classroom context (Boxer &
Corts-Conde, 2000; Hall, 1995; Heap, 1992) and macro social context (Norton,
2000; Norton Peirce, 1995; Weedon, 1987) for L2 teaching and learning and
found that learners identities play an important role in L2 learning. But study on
foreign language learners identities conducted in China is comparatively
insufficient. Therefore, I was motivated to conduct a study on the mutual relations
and impacts between learners identities and English learning in the Peoples
Republic of China (PRC).

1.3 Conceptualization of the Study

The current study aims to explore the mutual impacts between non-English major
students identity construction and their English learning in the first year
university study in China. This study is theoretically grounded in the sociocultural
perspective.

A number of theories have been formulated to study SLA and FL learning.

Among the studies, language learners motivation is believed to be an important
factor that influences L2 learning (Gardner & Lambert, 1972; Masgoret &
Gardner, 2003). According to Gardner & Lambert (1972), motivation can become
differentiated along a continuum from integrative motivation to instrumental
motivation. Integrative motivation shows L2 learners learn a second language in
order to become part of the L2-speaking community or for a better
communication with the community, while instrumental motivation shows
learners learn a second language for practical purposes, seeing L2 as an
instrument. Gardner (2001) puts forward integrativeness to reflect L2 learners
genuine interest in learning L2 and learners openness to integrate into L2 speaking community. The concepts of integrative motivation, instrumental
motivation and integrativeness indicate that Gardner & Lambert (1972) and
2

Gardner (2001) look at both language learners internal factors and social
influences on L2 learning, but these concepts do not address the changing social
practices.

In studying language learners selves, some theorists in psychology argue that the
dynamic nature of persons selves should replace the static and traditional view of
SLA and that L2 learners are moving from present to future (Markus & Nurius,
1986; Markus & Ruvolo, 1989). Markus & Nuriuss (1986) concept of possible
selves which presents individuals ideas of what they might become, what they
would like to become and what they are afraid of becoming establishes the links
of individuals cognition, emotion, behavior and motivation. These concepts focus
on learners personal psychology and motivational psychology but overlook the
external impacts such as the power relationship and learning environment. Based
on the existing motivational concepts, Drnyei (2005; 2009) re-conceptualizes L2
learning motivation within a self framework into the L2 Motivational Self
System which is comprised of Ideal L2 Self, Ought-to L2 Self and L2 Learning
Experience. This motivational self system stresses the motivating force of learners
imagination. Greatly different from previous self concepts, this system
emphasizes the impacts of learners immediate learning environment and
experience, so it considers wider range of factors which impact L2 learning and
thus largely broadens the scope of L2 motivation studies. However, Drnyeis L2
Motivational Self System is still a theory of social psychology which inevitably
centers on learners inner psychology and fails to capture the socially and
historically constructed relations between language learners and language learning.

In brief, researchers in psychological perspective attempt to look at learners L2

learning by considering learners internal factors, external impacts and
considering the dynamic nature of learners selves. Nevertheless, the concepts of
motivation and self in psychological perspective emphasize learners inner
cognitive impacts on L2 learning and overlook the impacts of social context. No
3

psychological concept can comprehensively reflect the dynamic nature of identity

and English learning and the influence of social context. Consequently, the
sociocultural approach is required to study how learners language learning is
historically, socially and culturally affected. Therefore, this study intends to
examine learners identities and English learning from the sociocultural
perspective.

In the last few decades there was a shift in L2 learning and teaching research from
the psychological focus on motivation towards notions of identity, subjectivity
(Weedon, 1987) and investment (Norton, 2000, 2010; Norton Peirce, 1995). Put
simply, identity is the sense of who one is (Gao, Li, & Li, 2002, p.95). From the
sociocultural perspective, a persons identities are socially and discursively
constructed, so a persons identities are closely related to language. Language
learning is a social activity involving the social construction of learners identities
(Norton, 2010; Norton Peirce, 1995; Toohey, 2000; Wenger, 1998). Further,
Murphey, Jin, & Li-Chi (2005) claim that the social construction of learners
identities and imagined communities can promote language learning. In a nutshell,
there is a relation between learners identity construction and their language
learning. These studies provide a theoretical support for this current study which
examines the mutual impacts between learners identity construction and English
learning.

From the poststructuralist perspectives, identity is dynamic and changing. Some

researchers also pay attention to L2 learners identity continuity. For instance,
Trueba & Zuos (1994) and Clotheys (2005) studies of minority students in China
involve the issue of identity continuity. But few studies simultaneously look into
language learners identity continuity and identity change. Therefore, there is a
need to look into how identity continuity and change happen when learners learn
English as a foreign language in China.

Compared with the large body of literature studying the relation between learners
identities and L2 learning in western society, studies about learners identities and
English learning in the EFL context in China are much fewer. Gao, Zhao, Cheng,
& Zhao (2007) and Gao, Li & Li (2002) conducted quantitative studies on the
self-identity construction when Chinese university students learn English, but they
havent laid the focus on the mutual relations between identity construction and
English language learning. Besides, most of the studies looking at English
learners identities in China focus on English major students while very few
examine non-English major students identities and their English learning.

There is a need to look into the relation between non-English major students
English learning and their identity construction in the EFL context in China. The
first reason is that non-English major students are in the majority of English
learners in China. Besides, English learning is important to non-English major
students in terms of graduation from the university, job hunting and career
development. Students are required to pass all their final English examinations
before they can graduate from the university. Also non-English major students are
required to take the national College English Tests Band 4 and Band 6. High
marks in the tests are helpful to students job hunting and career development. But
many non-English major students find it difficult to learn English well, so they are
under pressure in learning English. On the other hand, the first academic year in
university is crucial to students study in their whole university life, since it is a
transition between middle school and higher education. The understandings of and
attitudes toward English learning greatly affect their study in later years.
Therefore it is necessary to investigate non-English major students identities and
their English language learning in the first academic year in university study.
Accordingly, this current study aims to explore the mutual influences between
non-English major students English learning and their identity construction
(continuity and change) when students are in the first year of university study in
the PRC.
5

It is noted that the use of continuity and change in this study is not a dichotomy. In
this research, identity is studied from the sociocultural perspective, so identity
construction is considered as a process of becoming. Some aspects of identity will
remain consistent and constant whereas some aspects will evolve. Identity change
in this study is understood as a form of becoming. It emphasizes the fluidity of
identity.

1.4 Research Questions

The present study aims to address the following research questions:
1). Do university students display continuity and/or change of identities in
their first year English language learning in university? If any, how do
students display continuity and change of identities?
2). What are the factors causing learners identity continuity and change?
3). What are the mutual impacts between learners identity continuity and
change and their English language learning?

1.5 Significance of the Study

By addressing the research questions, this study is supposed to provide
information on the relations between non-English major students English learning
and their identity construction, so as to promote non-English major students
English learning. Based on Lave and Wengers (1991) and Wengers (1998)
theory of communities of practice (COP), by studying two non-English major
students in a university in China, the present research will show a picture about
how learners identities are involved and formed in English learning context in
university. This study is supposed to find out the factors that cause learners
identity continuity and change and shed light on how learners identity continuity
and change and their English learning are mutually influenced in the first-year
English study in a university in China. In this sense, this study may help fill the
6

gap of research on relations between learners identities and FL learning in China.

For educators (including policy makers, curriculum designers, administrators and
teachers), this research will provide information on how and why students
identities are constructed in English learning, and how students English learning
is affected by identity construction. This research may inspire educators to take
students identities into consideration and choose appropriate pedagogies and
design more reasonable courses. For students, this research makes clear what
causes identity continuity and what drives to change their identities, and how they
react in English learning. Students may benefit from having more knowledge
about how they study English and how they experience identity continuity and
identity change.

1.6 Organization of the Thesis

This thesis is organized into six chapters. Chapter 1 introduces the background,
conceptualization, research questions and significance of this study. Following
this introduction, Chapter 2 reviews the key theoretical constructs relevant to the
research topic. Chapter 2 first defines identity from the sociocultural perspective,
and then discusses the continuity and change of identity. In reviewing the
continuity of identity, the problems of looking at identity from the psychological
perspective is pointed out, and then this chapter focuses on the sociocultural view
on identity continuity and change. Next, the mutual relations and impacts between
identity and language learning are studied. It highlights that there are close
connections between identity and language learning. Identity can be constructed
in language learning, and identity construction can positively or negatively
influence language learning. Chapter 2 ends with a conceptual framework for the
current study. The framework adopts the theory of COP, the concepts of
investment and imagined communities.

Chapter 3 introduces the research design and the overall procedure of data
7

collection including the research context, participants and methods, and how data
were collected and analyzed. Weekly diary writing and interviewing guided by
prompt questions were used as data collection methods. Then thematic analysis
and Faircloughs model of discourse analysis were adopted to analyze data.
Chapter 4 and Chapter 5 present major findings of this study. Chapter 4 shows
that learners experienced identity continuity in the first year in university study.
Chapter 4 also shows the factors causing identity continuity and the mutual
impacts between identity continuity and English learning. Chapter 5 indicates
learners identity change: how and why learners experienced identity change, and
the mutual impacts between identity change and English learning. Chapter 6
discusses the findings and addresses the research questions. Based on the findings
and discussions, some implications are summarized. Chapter 6 ends with
limitations and contributions of this research.

CHAPTER 2
LITERATURE REVIEW

2.1 Introduction
This research aims to study the mutual impacts between identity continuity and
change and English learning. In order to address the issue, this chapter will review
relevant theories and studies on identity, drawing on the existing research about
the relations and impacts between identity construction and English learning.
Accordingly, I shall first review identity, focusing on the definition and two
seemingly contradictory natures of identity: continuity and change. I shall study
identity continuity in two different perspectives: cognitive perspective and
sociocultural perspective and then review identity change from two perspectives:
identity is relational, and identity is constructed and shaped. Since this research
studies the relations between English learning and identity, in the third section, the
relations and impacts between identity and language learning are studied, pointing
out that there are close relations between identity and language learning, that
identity can be constructed in language learning, and that identity can negatively
or positively impact on language learning.

2.2 Identity
2.2.1 Defining Identity
Many scholars have studied and defined identity. This study adopts Swann,
Deumert, Lillis & Mesthries (2004) definition that identity refers to an
individuals or a groups sense of who they are, as defined by them and/or others
(Swann, Deumert, Lillis & Mesthrie, 2004, P.140, as cited in Luk & Lin, 2007,
P.49). Identity can be expressed in many ways, such as national identity, social
identity, ethnic identity, school identity, etc. (Hall, 1993). In social sciences and in
language education, some terms are often used interchangeably with the term of
9

identity, such as self, subjectivity and subject position (Luk & Lin, 2007).
Based on this, the term identity is interchangeably used with self,
subjectivity and subject position in this thesis.

According to Norton (2000), identity study attempts to find out how a person
understands his or her relationship to the world, how that relationship is
constructed across time and space, and how the person understands possibilities
for the future (p. 5). Nortons view on identity reflects that the persons identity
construction is related to how the persons inner self understands its relationship
with significant people. In other words, identity construction is connected to a
persons social relationship.

Two natures of identity are identity continuity and identity change. Next section
will study the continuity of identity.

2.2.2 Identity Continuity

In this section, identity continuity will be first studied by reviewing how
autobiographic memory helps a person to continue the sense of who he/she is. The
problems of identity study from a cognitive perspective will be pointed out. Next,
identity continuity will be studied from the sociocultural perspective. Social
history, culture and the sense of belonging will be reviewed.

2.2.2.1 From the Psychological Perspective: Autobiographical Memory

Psychologists study human neuroscience, neuropsychology, cognition and
psychology. It is argued that self continuity is an important feature of human
psychology, and identity continuity is a core dimension of identity (Baumeister,
1986; Breakwell, 1986). According to the studies of neuroscience and
neuropsychology, self and memory are highly interdependent. Autobiographical
memory links the past with the present, and thus humans can maintain a sense of
self continuity.
10

Autobiographic memory (AM), defined by Bluck & Alea (2008) as memory of the
experiences of ones own life, is believed to be critical to continuity of identity. I
shall emphasize Bluck & Aleas understanding of identity continuity: not in the
sense of being the same person over time, but in the sense of subjective human
capacity of knowing and feeling that one is the same person over time.
Autobiographical memory contributes to this subjective capacity. According to
Addis and Tippet (2008), AM is divided into personal episodic memory and
personal semantic memory. The former refers to memory for specific personally
experienced events (p.73); it is associated with remembering. The latter refers to
a form of memory consisting of conceptual knowledge about oneself and ones
life; it is associated with a feeling of knowing. Addis and Tippet (2008) also point
out that phenomenological continuity and narrative continuity are two kinds of
continuity. Phenomenological continuity can be produced by remembering past
events and anticipating future events (Schacter, Addis, & Buckner, 2007; Tulving,
1985). Narrative continuity can be provided by integrating personal events and
changes in ones life into a coherent story (Addis and Tippet, 2008; McAdams,
2001). By remembering the experience of self over time, individuals can have a
sense of phenomenological continuity. With semantic memory, individuals can
narrate ones related experiences, themes, changes and developments in ones life.
The process of narration can convey the sense of narrative continuity. It is
concluded that with the function of autobiographical memory, individuals know
who they are and remember what they experienced; individuals have the sense of
identity continuity.

Self continuity exists as long as individuals have autobiographical memory. But

people tend to draw on autobiographical memory especially when they are
experiencing some changes (such as changes in ones physical environment, or in
social contacts) or going through transitional phases (Bluck and Alea, 2008).
Accordingly, autobiographical memory can link individuals past with the present,
11

even the present with the future.

Since memory is a subjective capacity, the memory-based concept of identity

continuity mainly focuses on individuals inner cognition. Generally, focusing on
individuals inner psychology and overlooking external impacts from the social
context is a problem of the psychological perspective on identity. In the
psychological perspective, the notion of identity is stressed as a subjective sense
of an invigorating sameness and continuity (Erikson, 1968, p.19). Following a
social psychological tradition, essentialism emphasizes essential nature shared by
all members (Gao, 2007). For essentialism, all members in a category must have
something in common, and this essential nature presents members identity.
Essentialism therefore tends to view identity as having homogeneity and
wholeness, and cannot reflect what identity would be if the members develop. In
this sense, when the psychological approach holds the view that identity is
continuous, it emphasizes homogeneity and stability of identity, and views
identity as a cognitive activity in individuals mind. The psychological approach
therefore separates individuals from the external social context and thus ignores
impacts from individuals social contacts. But this present study looks at
university students English learning in the context of a Chinese university, so
learners identity construction are assumed to be impacted by the social
environment and social interactions. Therefore, in this research identity is studied
from the sociocultural perspective. However, based on the concept of AM, human
autobiographical memory and the recollection of the past contribute to identity
continuity. This study looks at the first-year university students English learning,
so there may be data about participants memory of English learning before
entering the university. Accordingly, the concept of AM is adopted to analyze data
of this study.

2.2.2.2 From the Sociocultural Perspective

From the sociocultural perspective, individual persons are not isolated but living
12

in the society and in various social relations. Social and cultural impacts on
individuals are taken into consideration when identity is studied. Constructionism
argues that identity is socially constructed (Yamamori, 2005). From a
constructivist perspective, identity is multiple and dynamic, and is constructed and
reconstructed in the interaction between the individual and the environment with
the use of language (Gao, 2007). Identity is a matter of becoming as well as of
being (Hall, 1990, as cited in Yamamori, 2005, p.7). In the sociocultural
approach, since social, cultural and historical impacts on individuals are taken into
consideration, individuals are seen as having social history, including social
culture and social relations. These social factors make individuals feel the
coherent sense of identity. In the next four paragraphs, social history, culture and
the sense of belonging will be reviewed to study identity continuity.

Social History

Norton Pierce (1995) studied five immigrant womens English learning in Canada
and found that there is a complex relationship between a language learner and the
target language and that the learners social history is involved in language
learning. So she put forward the concept of investment. According to Norton
Pierce (1995) and Norton (2010), the concept of investment sees a language
learner as an individual with a complex social history. So the learner engages in
language learning with his/her social history, including learning history. The
learner exerts the learning history to help present learning. Investment shows the
socially and historically constructed relationship between a language learner and
the target language. The learners social history and his/her social identity are
therefore involved in language learning. The learners social identity and how the
learner perceives himself/herself as a language learner affect how much the
learner invests in language learning. In other words, the language learners former
identities are involved in and affect language learning. Language learning in turn
affects the learners social identity. In this sense, in some period, in language
learning, the learner continues his/her former identities. Besides, since the learner
13

has a complex social history and dynamic identity, how a learner sees
himself/herself is based on and is affected by his/her social history. In this sense,
the learner is continuing his/her former identity. The concept of investment
indicates the continuity of a learners identity. In the present study, when the
students learn English in the university, they may exert their English learning
history in high school, which indicates identity continuity.

Culture and the Sense of Belonging

Casal (2007) defines social identity as individuals knowledge that they belong to
a social group: family, nationality, race, gender, religion, social class, sexual
orientation or occupation. I understand this definition from two aspects: the
impacts of the social group on individuals self, and their sense of belonging.
When considering factors of the social group that impact individuals, I pay
particular attention to culture. The working definition of culture given by Schein
(1992) points out that culture is a pattern of shared basic assumptions that the
group learned as it solved its problems of external adaptation and internal
integration, that has worked well enough to be considered valid and, therefore, to
be taught to new members as the correct way to perceive, think, and feel in
relation to those problems. According to the definition, culture greatly impacts
individuals because culture makes a difference in external adaptation and internal
integration and thus individuals consider it a correct way to think and feel. In
Phans (2008) study, four Vietnamese teachers made negative comments on the
Australian English education since, influenced by the Vietnamese culture, they did
not think it a correct way that students call teachers names directly. But the
Australian students call teachers names directly. The Vietnamese teachers
criticism indicates that they were still influenced by their Vietnamese culture
although they were in a western country. They were continuing their identity as
Vietnamese. This shows the culture of the former community helps people
continue their former identities.

14

The cultural influence does not only happen to people who travel across national
borders, but also to those who move from one culture to another culture. Holliday
(1999) creates two terminologies: large culture and small culture. By large culture,
he refers to ethnic, national or international culture, whereas small culture means
the cohesive behavior within any social grouping. Based on Hollidays definition
and categorization, English learners high school learning context and university
context are two small cultures. When learners transfer from high school to
university, from their former communities to the community where the university
is located, they are undergoing from one small culture to another. As mentioned in
the previous paragraph, community culture helps to maintain identity continuity.
Accordingly, students may go to university with their sense of self continuity,
looking at things with their pre-university culture. For example, first-year students
may take with them the English learning culture in high school and the culture of
their living communities to the university, and comment the learning communities
in the university with their former community culture. These behaviors show that
learners are continuing their former identities.

Not only does the small culture help to maintain the identity continuity, but also
the sense of belonging intertwines with self continuity. According to Phan (2008),
when one informant, a Vietnamese teacher, was exposed to Western theories of
identity and culture, he strongly feels a Vietnamese national/cultural identity. He
feels a stronger sense of being a Vietnamese when he is outside Vietnam (p.63).
Phans study indicates that when people experience change, moving from one
environment to another, from one culture to another, they have a strong sense of
being a member of the former community, or, a sense of belonging to the former
community. This being gives individuals a sense of belonging. The sense of
belonging to the former community makes people maintain a sense of self
continuity.

In summary, the literature review above shows that continuity is one nature of
15

identity. In this sense, identity means being. The psychological approach

isolates individuals from the society and views identity as fixed, a cognitive
activity. So another perspective is needed to capture the relationship between
individual learners and the society and to capture the dynamic nature of identity.
Accordingly, the identity continuity is studied from the sociocultural perspective.

At present, non-essentialism dominates identity studies. The idea that identity is

fluid, hybrid, multiple, fragmentary and contradictory is deeply embedded in
identity study. Identity means becoming. Identity change and fluidity will be
studied in next section.

2.2.3 Identity Change

In the poststructuralist approach, identity is generally acknowledged to be highly
fluid, dynamic, multiple, and fragmented. Identity is a process of negotiating the
self (Wenger, 1998). In this section, the change of identity will be studied in two
aspects: identity as relational, and identity as being constructed and shaped.

As reviewed in Section 2.2.1, from the poststructuralist perspective, identity

construction is related to the understanding of an individuals inner self about the
significant social relation. For example, Dolby & Cornbleth (2001) hold the view
that people define themselves in relation to individuals, groups and particular
contexts, and identity is a set of relations and social interactions. Similarly, Norton
(2010) claims that identity categories [are] sets of relationships that are socially
and historically constructed within particular relations of power (p.357). Dolby
& Cornbleth and Norton show that identity is concerned with social relationships.
It should be noted that the relation mentioned here refers to not only the relations
among people, but also the relations between people and the social environment.
In this sense, when people move from one group to another, from one
environment to another, the relations must change, so their identities change.
Furthermore, in the process of social interactions, the social relations keep
16

developing, which leads to the change of identity. In a word, identity is subject to

change when a person transfers from one social environment to another or
experiences the change of social relations. A number of studies have been
conducted to show the identity change with the change of environments. For
example, Norton (2000) and many other researchers study immigrants identity
construction and their English learning in the target language context. Day (2002)
and Jackson (2008) study learners from the non-English speaking environment to
English speaking environment: how learners deal with their identity construction
and language learning in a power asymmetrical environment.

That identity is dynamic and changing can also be seen from the viewpoint that
identity can be shaped and constructed in the process of learning and social
interactions. Wenger (1998) delineates the communities of practice and suggests
that learners engage in social practices in the learning communities, in the process
of which both learners identities and communities are mutually shaped. Likewise,
learners identities are believed to be shaped in language learning. Drawing on
Norton Pierces (1995) and Nortons (2010) concept of investment again, I argue
that the concept of investment reflects a learners identity is constructed in
language learning. The concept of investment shows that identity is not fixed, but
dynamic, changing across time and space, and reproduced in social interactions
(Norton, 2010, p.354). This claim is affirmed by a number of SLA studies. Gao, et
al. (2002) study Chinese college students identity changes in English learning and
discover that English learners go through some or all of six categories of selfidentity change: self-confidence, subtractive bilingualism, additive bilingualism,
productive bilingualism, identity split, and zero change (Gao, Cheng, Yuan, &
Yan, 2005, p.39). With this study, Gao, et al. (2002) summarize that learners
identities undergo changes in English learning. The theory of communities of
practice (COP), the concept of investment and Gao, et al.s (2002) empirical study
suggest that learners identity are shaped and reshaped in the process of learning
or language learning. In other words, learners identities are dynamic.
17

In summary, continuity and change are two natures of identity. Identity undergoes
stability within changes or changes that take place along the lines of continuity
(Phan, 2008, p.56). Only stressing identity continuity or only emphasizing its
change fails to make a complete picture of identity. Accordingly, this study looks
at identity continuity and identity change in the same people at the same time.

Either in continuity or in change, language is indispensable. Language mediates

social communication and learning. In a word, identity cannot be separated from
language and learning. The interrelations between identity and language learning
will be studied in next section.

2.3 Mutual Relations between Identity and Language Learning

In this section, the mutual relations between identity and language learning will be
studied by reviewing the close connections between identity and language,
identity involvement and construction in language learning, and impacts identity
makes on language learning. I understand identity construction in language
learning as the impact of language learning on identity. In other words, the mutual
impacts between identity and language learning will be studied in this section.

2.3.1 The Connections between Identity and Language

In the following four paragraphs, the theories of dialogicality and voice and the
notions of discourse and subjectivity are studied to show the connections between
language and identity.

Bakhtin (1986) claims that a speakers utterances always involve many voices
words and phrases taken over from the utterances of others, and that they are
shaped and developed within a certain generic form (p.78) into a link in a very
complexly organized chain of other utterances (p.69) by being assimilated and
18

reworked. During this process, self-authoring appears, which enables speakers to

appropriate discourses in an agentive way in a particular social context in order to
internalize the discourses and carry on communications. It is reflected that
dialogues happen and continue with a prerequisite: speakers participation which
involves speakers identities. In other words, Bakhtins theories of dialogicality
and voice indicate that language cannot be separated from speakers identities.

OConnor and Michaels (1996) put forward the idea of revoicing a recurring
move in discourse and argue that revoicing helps students be repositioned with
respect to each other and with respect to the content of the ideas at hand (p.71).
The concept of revoicing indicates that speakers discursively position and
reposition themselves in dialogues in a certain social context. In other words,
language exists with speakers identities.

The concept of discourse also shows the close relations between identity and
language. In the sociocultural perspective, discourse is the contextualized use of
language for social purpose (Brown & Yule, 1983; Fairclough, 1992; Luk & Lin,
2007). Gee (2004) points out that discourse is a way of using language so as to
enact a particular socially situated identity (p.20). The notion of discourse shows
that language is a social phenomenon. When language is used, the speakers social
identity is involved. In other words, identity and language are inseparable.
Similarly, Foucaults (1984) notion of discourse also shows the connections
between identity and language. According to Foucault, discourse is a tool to
reflect and affect peoples social positions which embody identities. In other
words, the concept of discourse shows the inextricable linkage between language
and identity.

The concept of subjectivity is another concept that reflects the linkage between
language and identity. For Weedon (1987), subjectivity, constantly changing and
evolving, involves the unconscious and conscious aspects of the individual, with
19

respect to how to see oneself and the relation to the world (p.32). Weedon
follows Foucault and relates subjectivity to discourse, arguing that subjectivity is
produced in a whole range of discursive practices (p. 21). According to
Weedon, identity is formed in discursive practices. Through language an
individual negotiates a sense of self and gains access to or is denied access to the
social status which empowers him/her to speak (Weedon, 1997). Therefore,
subjectivity and language are mutually constitutive. The mutual construction of
identity and language reflects the close connections between language and identity.

In the previous four paragraphs, the concepts of dialogicality, voice, discourse and
subjectivity were drawn on to make clear that language is a social phenomenon.
Language is a tool to demonstrate language users social positions and to play
social functions. Language is closely connected with identity.

2.3.2 Identity Involvement and Construction in Language Learning

Among contemporary sociocultural theorists, Lave & Wenger (1991) as well as
Wenger (1998) are always quoted to argue for the close relation between identity
and learning. Lave and Wenger (1991) situate learning in social interactions and
claim that learners undergo a process from partial participation to full
participation. In this process of socialization, participants identities are involved.
Wenger (1998) further points out that learning is a social and historical process in
the communities of practice involving learners social relations and identities.
Engagement, imagination and alignment are three modes of belonging to the
communities of practice. The theories of situated learning and communities of
practice (COP) argue that learning is not only a cognitive activity in individuals
minds but also a social activity happening in the social context. Therefore,
engagement in social practices is the fundamental process of learning by which
we learn and so become who we are. In other word, the learners identities are
involved and constructed in learning.

20

The theory of communities of practice (COP) reflects that learning and a learners
identity are inseparable. Language learning is part of learning, and language and
identity are inextricably linked, so language learning is closely connected with
identity. Learners identities are involved and constructed in their language
learning.

In the poststructuralist approach, language learning communities are sites of

struggle. The language learning communities are socially, culturally, politically
and historically located, where different ideologies, cultures, and multiple
discourses meet and often conflict (Luke, 2003). Therefore, when a learner learns
a language in the communities, the learner is placed in sites of struggle. By taking
up a certain social position, culture and discourse, the learner negotiates his/her
identity. He/she is also positioned in a certain discourse, culture and so forth. In
other words, the learners identity is shaped and constructed. A number of relevant
studies show that identity construction takes place when learners study a language.
Gee (2005) points out that acquiring a new discourse has more to do with a way of
interacting in the world than to do with acquiring new grammar or vocabulary.
This involves acting interacting thinking valuing talking (sometimes
reading writing) (p.26) appropriately so as to enact a particular identity. Day
(2002) focuses on L2 learning in classrooms and asserts that language
socialization takes place in language classrooms. Learners are shaped when they
participate in activities and learn the second language in socially shaped
classrooms. Toohey (2000) directly claims that learners identities are negotiated,
constructed and shaped by means of language in second language learning. All
studies above show that language learning is not a pure cognitive academic
activity but a socialization process in which language learners identities are
constructed.

In social participation, language learners are not only positioned by discourse and
other social components but also agentive in taking up positions. Renshaw and
21

Brown (1997) and Pennycook (2001) use the term appropriation to indicate an
active agent, allowing the possibility that the agent can invest, re-interpret or
resist particular subject positions or socially constructed identities, or
representations (Hirst, 2007, p.160). Through participation in the socio-cultural
classrooms and out of classrooms, learners are placed into particular subject
positions, and master how to be a particular kind of persons. These culture
specific ways (of being) entail the use of socially appropriate discourse genres and,
indeed, socially appropriate ways of acting, valuing and thinking (Hicks, 1996,
p.105, as cited in Hirst, 2007, p.160). In a word, language learners are not only
shaped by the contexts but also actively learn to be particular kinds of people in
language classrooms.

Learners agency in identity formation in learning communities is also reflected

by learners imagined communities and imagined identities. The concept of
imagined communities is defined by Murphey, Jin & Li-Chi (2005) as
communities learners imagine themselves belonging to at present or in the future.
With imagination, we can locate ourselves in the world and history (Wenger,
1998, p.178). Imagined communities are the result when learners exert
imagination to expand their world. When learners participate in language learning
in the actual community, they generate imagined communities and imagined
identities. The concepts of imagined communities and imagined identities indicate
language learners establish their identities in an agentive way.

The previous five paragraphs show that in identity and language learning are
closely related. In language learning, learners are positioned or position
themselves in an agentive way. In other words, learners identities are constructed
in language learning. I consider learners identity construction in language
learning as the impact language learning makes on identity. In other words,
language learning impacts learners identities.

22

Actually identity and language learning are mutually impacted each other. How
identity construction impacts language learning will be studied in next section.

2.3.3 Impacts of Identity on Language Learning

Norton Pierces (1995) and Nortons (2010) concept of investment is an
influencing concept to reflect the co-construction relation between a learners
identity and language learning. Investment attempts to capture the relationship of
the language learner to the changing social world (Norton Peirce, 1995, p.17).
According to Norton Pierce (1995) and Norton (2010), the language learner is not
a unitary and fixed personality but a person with a complex and changing identity
interacting in society. The learner experiences identity construction in language
learning, and the learners investment in language learning relates to his/her
changing social identities. Based on the concept of investment, when a learner
invests in language learning, he/she is investing in his/her identity. In other words,
when a learner invests in a target language, he/she expects a good return on the
investment, as well as access to some resources that one could not have access to
previously, including material resources or symbolic resources2 (Bourdieu, 1977).
Wider access to material resources or symbolic resources will increase the value
of their cultural capital 3 (Norton, 2000, p.10). According to the interpretation of
Bourdieu, it is known that increasing the value of cultural capital means
upgrading social positions. The concept of investment depicts the mutual impacts
between a learners identity and language learning: the learners identity impacts
investments in target language learning, and the language learning in turn
influences identity.

Identity can negatively or positively impacts language learning. On one hand,

2 Symbolic resources refer to such resources as language, education, and friendship, whereas material resources refer to
capital goods, real estate, and money (Norton pierce, 1995, p. 17).
3 Cultural capital refers to the knowledge and modes of thought that characterize different classes and groups in relation to
specific sets of social forms (Norton Peirce, 1995, p. 17).

23

language learning may be resisted; on the other hand, English learning can be
enhanced. In this section, the negative impact and positive impact identity makes
on language learning will be studied.

2.3.3.1 Language Learning Being Resisted

Learners identities may negatively impact language learning in terms of
resistance, withdrawal and non-participation. Increasing studies on language
education have been conducted and found out that, affected by their identities,
learners may gradually show their ambivalence towards language learning
(Canagarajah, 1993; Norton Peirce, Harper, & Burnaby, 1993; Rampton, 1995).
Among the studies, Nortons (2000, 2001) studies draw much attention.

Norton (2000) studies five immigrant women in Canada who kept diaries
recording their day-to-day interactions. They frequently found themselves silent,
lacking the right to improve their English in ways that other non-immigrant
language learners do, because they were positioned as immigrants and language
learners. Their experiences illustrate the point that learners social identities affect
how they take part in everyday linguistic interactions.

Adopting the concept of imagined communities, Norton (2001) further

investigates two among the five women immigrants and discovers that they
stopped attending ESL classes because they felt the teachers were devaluing
identities they desired for. Accordingly, it is found out that a disjuncture between a
learners imagined community and the actual learning communities may result in
his/her non-participation. Norton (2010) stressed the same point that language
learners would show resistance in language learning when they are imposed on
unfavorable identities. Nortons (2001, 2010) studies show that learners imagined
communities and identities impact learners language learning. The disjuncture
between the imagined learning community and the actual learning communities
negatively impacts language learning.
24

A lot more studies point out the negative consequence of incongruence between
how learners see themselves and how they are positioned in learning activities.
According to Hirsts (2007) study, Nancy was an active participant at the
beginning of the research but gradually turned to be a passive learner because her
community identity as big sister was not recognized and valued in her L2
learning class. Hirsts (2007) study indicates that the incongruence between how
the learner desires to see oneself and how he/she is actually positioned contributes
to the learners resistance to language learning.

These studies emphasize the negative influence of learners identities on language

learning. If their actual community identities or their aspiring identities are not
recognized or valued, they resist learning the language.

On the contrary, if learners imagined identities are respected, their language

learning is promoted. In next section, the positive influence learners identities
make on language learning will be reviewed.

2.3.3.2 Language Learning Being Enhanced

Studies also show that language learning is enhanced when a learners identity is
recognized. In Norton Peirces (1995) study, Martina invested in English as
linguistic capital in Canada. She got strength from her investment in her
childrens future to claim the right to speak English in the Canadian society
(p.23). The expectation of upgrading ones social position promotes investments
in language learning. Kinginger (2004) studies a university student learning
French. This students imagined community in France is populated with refined,
interesting, cultured people who are in turn interested in her (p.228). Kinginger
draws a conclusion that the students stake in language learning is also a bid to
break free of the confining circumstances of a peripatetic, working-class
childhood, and become a person she can admire (p.240). In this way, learners
25

investments in second language may often be linked to future identities they hope
for. When the learner finds the identity in the actual learning community is
consistent with the aspired identity, or finds access to the aspired identity, the
learner is willing to invest time and energy in language learning. Therefore,
Kanno and Norton (2003) and Murphey et al. (2005) suggest that socially
constructing an imagined identity can promote a learners engagement in language
learning.

The literature reviewed in this section shows that learners identities can positively
influence their language learning in the ways that the congruence between the
imagined identities and the actual identities promotes learning. Besides, learners
may increase investments in language learning in order to access particular
identities. In a word, learners identities can enhance their language learning.

To summarize, language learning is a social activity and is greatly influenced by

learners identities. In the study process, new identities can be established. Identity
is dynamic and changing, but learners sense of continuous identity can not be
neglected. The success of language learning is related to the extent that language
learning is congruent with the learners sense of their social positions, class
backgrounds, and so forth.

So far, literature has been reviewed to study the continuity and change of identity
and the interrelationship between second/foreign language learning and learners
identity construction. But few studies look into, from the sociocultural perspective,
what can be found if identity continuity and change are studied at the same time
on the same group of people in the EFL context in China. Therefore, I employ the
theory of communities of practice (COP), the concepts of imagined communities
and investment to build a theoretical framework to explore, in the sociocultural
perspective, how learners identity continuity and identity change and their
English learning mutually impact each other in the EFL context in China. The
26

theoretical framework for the current study will be elaborated in next section.

2.4 Theoretical Framework

The theory of communities of practice (COP) (Lave & Wenger, 1991; Wenger,
1998) and concepts of investment (Norton Peirce, 1995; Norton, 2010) and
imagined communities (Murphey, et al., 2005; Norton, 2001, 2010; Pavlenko and
Norton, 2007) are adopted to build up the conceptual framework of this study.

The theory of COP is adopted as part of the conceptual framework due to two
points it highlights: learning is a socially situated process and learners identities
are involved. In the socialization process of learning, learners experience from
legitimate peripheral participation (LPP) to full participation, from being new
comers to old timers (Lave & Wenger, 1991; Wenger, 1998). Legitimacy and
peripherality are necessary for new comers to make full participation possible.
Legitimacy is a prerequisite for new comers to be treated as potential members
since only after new comers gain enough legitimacy can all their inevitable
stumblings and violations become opportunities for learning rather than cause for
dismissal, neglect or exclusion (Wenger, 1998, p.101). Without legitimacy, new
comers would have a hard time learning (Wenger, 1998, p.101). Peripherality is
understood by Lave and Wenger as a way of gaining access to sources for
understanding through growing involvement (1991, p.37). Both legitimacy and
peripherality enable some kind of participation. In contrast to peripherality,
marginality contains a form of non-participation that prevents full participation
(Wenger, 1998, p.166). Based on this, COP is adopted to interpret learners
participation in the learning communities (including non-participation, partial
participation and full participation).

According to Lave and Wenger (1991), communities of practice are formed by

groups of persons with shared interests or/and passion. The university is a
27

community for students who pursue higher education; classes and dormitories are
sub-organizations of the university; organizations related to English learning are
communities to facilitate learners to master good English. Members in the
communities share some common interests. Therefore, the university, classes,
dorms and organizations related to English learning are learning communities.
First-year university students are new comers to the learning communities.
According to the socialization of learning proposed by Lave and Wenger (1991)
and Wenger (1998), the first-year students may undergo the process from
peripheral participation to full participation when they participate in English
learning.

In the socialization process of learning, through engagement, imagination and

alignment, learners gain the membership and become members of the learning
community (Wenger, 1998). Learning is a process of becoming. Accordingly,
learners identities are involved in learning. As Wenger (1998) claims, [l]earning
transforms who we are and what we can do, so it is an experience of identity
(p.215). In learning, learners build up social relations with other participants in the
learning community. The social relations may affect learners how to see
themselves and whom they try to become or avoid becoming. In this sense,
identity connects individual learners with society; learners identities are affected
by society. This present study takes a sociocultural view to look at learners
English learning in learning communities, so this study considers impacts of
society on learners. Learners participate in a variety of English activities in the
learning communities and build up a set of social relations, including teacherstudent relation, student-student relation. The interactive relations may impact
learners sense of themselves. Through engagement in the learning communities,
learners become members of the learning communities.

Wenger (1998, p.215) also claims that learning communities will become places
of identities so long as they offer a past and a future that can be experienced as a
28

personal trajectory. Learners participation in the learning community is a

holistic process, based on their prior learning experiences and knowledge as well
as connecting their future. Imagination enables learners to transcend the
immediate communities and expand to wider range in space and time (Pavlenko &
Norton, 2007; Wenger, 1998). In learning, learners identities link their present
with their past and future. In this sense, COP considers the impacts of learning
history and imagined future on learners. This present study is about students
English learning in the first year university study. When learning English in the
learning communities in the university, learners may recollect and reflect their
learning histories before university and imagine their future.

Based on the elaboration of the theory of COP above, identity connects individual
learners and society, and identity connects the past, present and future. COP
provides the theoretical basis for this study. Figure 2.1 depicts how identity
connects individual learner and society, and how identity connects learners past,
present and future.
Past

Society

Identity

Individual learner

Future

The solid lines: The existing connections

The dotted lines: The imagined connections
Figure 2.1 Identity connecting individual and society, past, present and future

Norton Peirce (1995) and Norton (2010) incorporate the viewpoints that learning
is social practice and learning involves identities into the study of second
language learning by proposing the concept of investment. As is reviewed in
Section 2.3, the concept of investment reflects the mutual impacts between a
29

learners changing identity and his/her language learning. How much the learner
invests in language learning is affected by the learners social identity, and in turn
influences the social identity. In this sense, investment connects an individual
learner to the society. For the reason that the concept of investment indicates the
mutual impacts between a learner and the language learning, this concept is
adopted to examine how learners identities and their English learning in the
university mutually impact each other. The relations are depicted in Figure 2.2 as
follows:

Individual learner

Identity

Investment

Language learning
(English learning)

Society

Figure 2.2 Investment connecting learner and society, identity and language
learning

The notion of imagined communities (Murphey et al., 2005; Norton, 2001, 2010;
Pavlenko & Norton, 2007) is also adopted as part of the conceptual framework of
this study because this notion is seen as a way to further understand the
relationship between language learning and identity: how and whether language
learners are motivated to invest in language learning or not relies on how they see
or imagine themselves and their sense of belonging to the communities. Learners
language learning, identities and imagined communities are co-constructed. An
imagined community invites an imagined identity (Norton, 2001). When language
learners want to become members of a community, or when they find access to
their imagined communities, they invest energy and time into learning. But when
they have no or little access to their imagined communities, non-participation may
grow correspondingly (Norton, 2001). Language learning impacts learners in
30

terms of how to see themselves and imagine themselves in the communities, too.
Learners participation in language learning may provide opportunities of meeting
more people and obtaining more experiences and knowledge. The participation in
language learning may change the distance between language learners and the
initial imagined communities. So learners may correspondingly reconceptualize
and reconstruct the initial imagined communities and thus new imagined
communities and imagined identities may emerge (Gu, 2008). Therefore, there is a
cyclically constructive relation among learners language learning, identities and
imagined communities.

The concept of imagined communities indicates mutual influences between

identity and language learning. The current research aims to investigate how
learners identity construction and their English learning mutually impact each
other. When the learners engage in English study in university, they may recollect
their past and imagine the present and future. Learners English learning may be
affected when they find the congruency between the actual communities and their
imagined communities or find no or little access to their imagined communities.
In reverse, learners identities and imagined communities may be shaped by their
English learning. Accordingly, the concept of imagined communities is drawn on
as part of my conceptual framework.

The elaboration above explains why the theory of communities of practice (Lave
& Wenger, 1991; Wenger, 1998), the concepts of investment (Norton, 2010;
Norton Peirce, 1995) and imagined communities (Murphey et al., 2005; Norton,
2001, 2010; Pavlenko & Norton, 2007) are adopted to inform the conceptual
framework of this study. Figure 2.1 and Figure 2.2 are combined and situated in
the learning community to form a theoretical framework for this study. The
framework is described by Figure 2.3 as follows:

31

This figure shows the relations between a learners identity and (English)
language learning via investment when a language learner participates in the
learning community. Also, this figure presents the connections between an
individual learner and society, the learners past, present and future. In this figure,
the circle means a certain learning community in the university, such as the
university, the class, the dormitory, or any organization related to English learning.
In other words, in this study the learning communities in the university refers to
participants dorms, classes, organizations related to English learning and the
university. According to the theory of communities of practice (COP), learning is
a socialization process, so when learners learn English in the learning
communities, their identities are negotiated and reconstructed.

On the left of the figure is the relations linked by identity. Based on Wengers
(1998) COP, learners have various social relations with other members in the
community; also learners have relations with the learning community by building
up the sense of belonging to the community. In this sense, identity links individual
32

learners with the community. The society in this figure refers to a certain
learning community. On the other hand, learning is a historical process which
involves learners learning history and imagined identities or expectations of the
present and future. In this sense, learners identities connect their past, present and
future. The solid lines mean the existing connections, while the dotted lines mean
the imagined connections. When learners engage in learning activities in the
existing communities, they may exert their imagination to expand their world and
imagine communities they belong to at present or in future. They may construct
their imagined identities. In brief, language learning in a community is a social
process in which, through engagement and imagination, learners experience
identity construction.

On the right of the figure, the concept of investment (Norton, 2010; Norton Peirce,
1995) is used to analyze how learners identities and language learning are
mutually related and impacted. In this study, language learning refers to learners
English learning, including English practices, English outcomes and attitudes to
English. Learners social status and social relations determine their cultural
capitals (Bourdieu, 1977) and symbolic and material resources, and further
determine their investments in English learning. In reverse, the good return on
investment (Norton Peirce, 1995, p.17) (i.e. good learning outcome) leads to
social position upgrading or the change of their self-concepts. According to this
figure, learners investments in English learning in the learning community are
affected by their social status, social relations, learning histories and imagined
communities/identities. Conversely, English learning may influence learners
access to resources and the social relations. Also, English learning may impact
how learners see themselves as English learners. The new status and relations and
self-concepts further generate a new round of desires, commitments and practices
for English learning. In the sociocultural approach, learners are viewed as having
fluid identities, so their desires and commitments to language learning keep
changing. The impacts between identity, investment and language learning are
33

dynamic. By investing in English learning, a learners social identity can be

transformed. Therefore, investment is a medium to link the individual learner with
the society.

In summary, this conceptual framework draws on the theory of communities of

practice (COP), the concepts of investment and imagined communities to
elaborate the complex interactions between learners identities and English
learning, between individual learners and the society. This framework stresses that
from a sociocultural perspective, English learning is a social process with learners
who have multiple, hybrid and complex identit[ies], changing across time and
space, and reproduced in social interaction (Norton, 2010, p.354), and
emphasizes the meaningful connection between learners desire and commitment
to learn a language and their changing identity (Norton, 2010, p.354). In a word,
this conceptual framework provides the theoretical basis for the mutual relations
between learners identity construction and English learning.

2.5 Summary
This chapter has studied two natures of identity: continuity and change. The
sociocultural approach stresses that language learning is a social process involving
identity, and identity can be continuous or changeable. This chapter went further
to look into the mutual relations and impacts between language learning and the
learners identity. By reviewing a great deal of literature, this chapter asserted that
there are intimate relations and mutual impacts between identity and language
learning. The learners identity can be constructed in the process of language
learning. On the other hand, a learners identity can affect his/her language
learning, either positively or negatively. This chapter ends with the theoretical
framework based on which the current research is conducted.

34

CHAPTER 3
METHODOLOGY

3.1 Introduction
In the last chapter, a theoretical basis was founded for the current study to explore
the mutual impacts between learners identity construction and English learning.
To gain an in-depth understanding of the mutual impacts when learners engaged
in learning communities, the qualitative research method was employed. Focusing
on two first-year university students English language learning experiences, this
study investigates the factors causing learners identity continuity and change in
their English learning in the first year university study, as well as the mutual
impacts between identity construction and English learning. Data was collected by
using instruments of weekly diaries and interviews and analyzed by adopting
thematic analysis and discourse analysis as analysis tools. The data analysis is an
interpretive and reflexive process involving the analysis of the social, contextual,
historical and linguistic factors affecting learners sense of who they are and
affecting their English learning.

This chapter will first explain why qualitative case study was adopted in this
current study. Next, this chapter will describe the research context, participants
and research procedure, followed by the elaboration of methods of data collection
and data analysis.

3.2 Methodological Review: Qualitative Case Studies

As stated by Larsen-Freeman and Long (1991), what researchers should consider
is the purposes of their studies and to match their research questions with the
properties of the methodologies. The research aim and research questions of this
study require an in-depth investigation into students English learning in school
35

communities. Accordingly, qualitative research is adopted in this study.

In recent years, rigorous qualitative studies in social science and education gain
increasing acceptance as an important way of research and creating new
knowledge. Duff (2007) defines qualitative research as a cluster or continuum of
approaches that generally seek contextualized, naturalistic, holistic understandings
and interpretations of phenomena that occur in particular types of contexts
(p.974). Duffs definition stresses the contextualization and the naturalistic and
holistic understandings. Strauss & Corbin (1998) describe qualitative research by
noting that qualitative research can refer to research about persons lives, lived
experiences, behaviors, emotions, and feelings as well as about organizational
functioning, social movements, cultural phenomena, and interactions between
nations (p.11). The qualitative approach is considered to be appropriate for this
study. For one reason this study looks into university students experiences of
English learning which happens in a certain social context the learning
communities, where learners are involved in social contacts and social movements.
In English learning activities, students have feelings, emotions and reflections.
Qualitative methods can be used to obtain the intricate details about phenomena
such as feelings, thought processes, and emotions that are difficult to extract or
learn about through more conventional research methods (Strauss & Corbin,
1998, p.11).

Another reason that the qualitative approach is considered to be appropriate for

this study is the interpretative nature of the qualitative approach (Davis, 1995;
Duff, 2007). Rather than display statistical procedures and findings or other means
of quantification, qualitative approach attempts to develop insights into the
investigated phenomenon from the patterns emerging from the data observed by
the researcher. Qualitative research attempts to answer why and how
questions (Yin, 2009). Qualitative research is applied in this study since the
interpretative nature of qualitative research enables this study to explore how
36

English learners identity continuity and/or change happen in their English study,
why learners go through the continuity and change of identities, and how identity
construction and English learning mutually influence each other.

In order to understand the mutual relations between identity construction and

English learning in the first-year university study in Chinese EFL context, two
first-year university students from two different majors were recruited as
informants. So a multiple case study was applied as a method in this research.
According to Yin (2009), the case study method provides researchers with
opportunities to retain the holistic and meaningful characteristics of real-life
events (p.4) (such as school performance). In a word, it is to understand
complex social phenomena (p.4).

Case study is generally defined as an intensive, holistic description and analysis

of a single entity, phenomenon, or social unit (Merriam, 1988, p.16) within a
real-life context either over a lengthy or a more limited temporal period of time
(Chapelle & Duff, 2003). Case study is seen as a type of research design and
analysis (Duff, 2008). Case study is also seen as an approach to qualitative
research in education (Gall, Gall, & Borg, 2007). Due to the significant role it
plays in in-depth research, case study is applied in various disciplines, such as
psychology, sociology, anthropology, political science, education. It is pointed out
that case studies are now usually associated with interpretive qualitative research
(Duff, 2008). Accordingly, case study was used in this research to form a
qualitative case study.

In this research, the careful study of data from cases participants can show an
in-depth picture on how participants learned English, how they experienced their
emotion and attitude development, how they perceived themselves, and help to
understand why these happened. In short, a case study facilitates researchers to
search for meaningful patterns or themes in the data (Chapelle & Duff, 2003) so
37

as to learn more about the entities (English learners) and to gain insights into
issues (e.g. identity construction and English learning) that are relevant to the
research questions.

In brief, based on the nature of qualitative research and case study, this study
forms a multiple qualitative case study so as to have interpretative, intensive and
holistic analysis of the mutual relations and impacts between the continuity and
change of identities and English learning. In the next section, the research context
and participants will be described in detail.

3.3 Research Context and Participants

This research was conducted in a comprehensive university in the Guangdong
Province of China. Students admitted to this university come from different
provinces throughout the nation, but the majority of students come from the
Guangdong Province. Many majors are offered in different faculties, such as
International Trade, Bioscience, Chinese Studies, English Studies, so on and so
forth. But no matter what majors students are in, most of them take English study
seriously. This may be caused by the prevailing popularity of English nationally.
As a foreign language, English is valued as extremely important to college
students for graduation from the university, for getting a degree and for job
hunting in mainland China, so college English is a compulsory course in
universities, for both English majors and non-English majors.

English major and non-English major is a significant major classification in China,

and this may lead to difference in curriculum design, English proficiency and
career orientation. Even though textbooks for English majors and non-English
majors are different, comprehensive English knowledge ranging from vocabulary,
grammar, reading, writing, listening, speaking and translation is required to be
mastered by all students. Generally speaking, on average the English proficiency
38

of the non-English majors is not as good as that of the English majors, but nonEnglish major students are active in taking the national College English Tests
Band 4 and Band 6 (CET-4 and CET-6). The College English Tests are conducted
by the National College English Testing Committee, on behalf of the Higher
Education Department, the Ministry of Education, P.R.C. to provide an objective
and accurate measurement of the test-takers English proficiency, and improve the
quality of our College English instruction (Yang & Weir, 1998, p.1). CET-4 tests
the basic English level while CET-6 tests the intermediate level. Many college
non-English major students see getting high marks in CET-4 and/or CET-6 as
helpful to graduation from university and job hunting. But since on average the
English proficiency of non-English major students are not as good as that of
English major students, non-English major students are under pressure in English
learning. In addition, non-English major students are comparatively in a larger
group on a national scale. Non-English major students passion for English
learning, their pressure in learning English and the larger population among the
English learners in the country are the reasons for which I recruited students from
non-English major as participants for this study.

First-year students were recruited. For one thing, the first year in university is a
transition from secondary education to tertiary education, during which learners
identity construction is obviously experienced. For another, English learning in
the first year in university is considered to be the basis for English study in senior
grades (Wang, 2010); the first year in university study is regarded as a key phase
to build learner autonomy and capability of self learning in English study (Li,
2010; Shi & Li, 2010). Therefore, informants were recruited from first-year nonEnglish major students. For maximum variation (Merriam, 1998, p.62), it is
desirable that informants come from different majors and have different family
backgrounds, so they possibly have different career aspirations and thus English
might play different roles in their future careers. Diversity in the above aspects
means diversity in participants identities, including identities in their residential
39

communities and in the university, and as English language learners.

Participants were selected through the English teachers recommendation. The

teacher is considered to be a responsible, capable and experienced English teacher
in the university. When I approached her, she had already been an English teacher
for the student participants for a semester (six months), so she knew her students
well. I described my research and the criteria for participant selection to the
teacher both on phone call and by email. According to my requirements:
diversified family backgrounds and diversified roles in school (leading others,
being led, and being a member of a certain English organization), different
English proficiency levels, different genders and from different majors, she tried
to select two students from two majors Greena and Pang to whom she taught
English. The teacher introduced my research to Greena and Pang, and Greena and
Pang were willing to participate in this study and completed the whole study.

Greena (female) and Pang (male) were selected because of their positive attitude
to this current study and their distinct backgrounds. Pangs English proficiency
level was considered low, while Greenas English proficiency level was
comparatively high4, so she was appointed an English subject leader in her class
by the English teacher. Pang was a leader role in his class, too, but his role was
not related to English learning. As for majors, Greenas major is Teaching Chinese
as Second (Foreign) Language, while Pangs major is International Economy and
Trade. In Greenas class there are thirty-two girls and three boys; in Pangs class
there are twenty-seven girls and ten boys. Greena comes from a farmer family out
of the Guangdong Province, while Pangs farmer family is in the Guangdong
Province. These different backgrounds of participants helped maximize the
variation of sampling and the representativeness. Due to these reasons, I decided
Greena and Pang two non-English majors in the first year university study as
4 English proficiency level was evaluated by the English teacher according to student participants English marks in the
College Entrance Examination.

40

two cases in my study.

3.4 Research Procedure

The research started in March, 2010 and lasted to the end of September, 2010. In
other words, the study lasted for the entire second semester of the first university
year, including the summer holiday. In the first stage, in order to test the
feasibility of data collection instruments and identify weakness in data collection,
a pilot study was conducted for two weeks from March 15 to March 28, 2010.
Greena participated in the pilot study. It was found out that a couple of prompt
questions for diary keeping and interviewing were not easy to understand. In the
light of the findings from the pilot study, I improved the prompt questions before
they were used for the main study. The main study began at early April, 2010.
Both participants, Greena and Pang, participated in the main study. Both in the
pilot study and in the main study, weekly diary keeping and interviewing were
adopted as instruments for data collection. Participants were invited to submit at
least one entry of diary per week. The research design involves four rounds of
face-to-face semi-structured interviews in a time period of six months (one in the
pilot study, and three in the main study). In order to enrich data, the English
teacher was interviewed in September. Table 3.1 describes the time and
participants of each round of interview.

Table 3.1 Time and participants of each round of interview

Research

Time

Pilot

March, 2010

Participants 1 student

Main
1st

2nd

3rd

May, 2010

June, 2010

September, 2010

2 students

2 students

2students,
1 teacher

41

3.5 Methods of Data Collection

Keeping weekly diaries and conducting semi-structured interviews were adopted
to collect data. Two student participants were invited to keep weekly diaries to
narrate their English learning and influential experiences in university and out of
university. The student participants and one English teacher were invited to take
the interview. All interviews were audio-recorded. Multiple methods can provide
different sources of data and different perspectives on the exploration. Table 3.2
introduces data collection methods and corresponding data.
Table 3.2 Data collection methods and corresponding data
Type

of Collection Method

Language

How to Address

Data

Research
Questions

Weekly

Participants

diaries

required to write down Chinese

(from

activities and practices (Mandarin),

March

were Either English or By

to concerning

English both,

participants

learning, activities and on

2010)

practices that affected expression

sense

themselves

or experiences

depending English

September,

their

and

learning

clear activities

of understanding.

in

and second

the

semester,

how they learned

the

English, how they

corresponding feelings.

built identities and

Participants might either

what the

mark down immediately

were can be found

on

out.

the

and

tracking

day

when

factors

activities and practices

happened or write once
a week in a retrospective
way.

Diaries

guided

by

were
prompt

questions.
Student

Semi-structured student Either English or 1.

interviews

interviews were carried Chinese

42

Exploring

participants

(from
March

out four times during the (Mandarin),

to whole

semester both,

including the summer on

2010)

holiday. Interviews were expression

by

questions.

learning

depending identities

September,

guided

or English

before

clear entering university

and and in the first

prompt understanding.

semester

The

of

university study;

interviews were audio-

2. Complementing

recorded.

and

further

clarifying
participants
weekly diary data.
Teacher

semi-structured Either English or Enriching

interview

teacher interview was Chinese

(in

conducted to discuss the (Mandarin),

September,

teachers observation on both,

2010)

student

sources
or

depending

participants on

clear

practices in and out of expression

English classes.

data

and

understanding.

3.5.1 Keeping Weekly Diaries

Keeping weekly diaries is an important research method in my study. According
to Burgess (1994), diary keeping is an important element that constitutes
documentary evidence which is seen as one of the methods ethnography and case
study research rest upon. This study investigates English learners identity
construction and language learning, which means that their identity construction
and learning need to be tracked over a period of time. Diaries written by
participants are valuable data to show how their identity construction and learning
emerged, since in diaries language learners introspectively and/or retrospectively
noted their actual activities and practices concerning English learning or those
experiences affecting their self-concept as well as their own subjective feelings
and reflections. Diaries record what have happened, positive and negative
experiences.
43

It was ideal if learners kept diaries every day since diaries could accurately record
what participants did and felt on that day. However, it was quite a burden for
participants to keep diaries every day when their own subjects study was
concerned. There might be a possibility that, in order to satisfy the researcher,
participants hurried to write some materials in the form of diaries. Additionally,
students had English classes twice every week rather than every day. Possibly
participants did not have any activities for English learning on some day, neither
English classes nor extra curriculum activities out of class. There might also be a
possibility that regular study on campus failed to provide students with many
experiences which impacted how they saw themselves. Consequently, sometimes
they might feel that they did not have anything to write down. Therefore, it is
acceptable that participants took timely notes about activities and practices
concerning their English learning and the corresponding positive and/or negative
feelings as well as their influential experiences and then write the diaries once a
week in a retrospective way according to their notes. I collected diaries once a
week through email. I read and roughly analyzed before each interview. When
there were points demanding further explanation and discussion, I put them
forward in following interviews. Otherwise, I discussed those points with
participants through internet channels or by phone.

Participants could choose to write in either English or Chinese, as long as the

expressions were clear and understandable. It was possible that participants chose
to write in English, since they were willing to practice their English. Writing
diaries in English could encourage their continuous participation. However,
expressing in a foreign language might create some difficulties which prevented
participants from expressing their ideas clearly, or even scared participants and
caused them to withdraw. Therefore, what language would be used was decided
by participants. As a result, both Greena and Pang chose to write their diaries in
English. Occasionally they resorted to Chinese expressions when they failed to
44

clearly express their ideas.

To prevent participants from writing materials too far from the main topic, some
prompt questions (See Appendix I and Appendix II) were prepared to guide their
writing. However, they were free to write anything about their practices and
feelings concerning their English activities as long as they based their writing on
answering the prompt questions. There are two sets of prompt questions for
weekly diary writing. The set used in the pilot study focuses on participants
English activities, experiences with great impacts and plans for English learning.
These prompt questions were designed to know how participants English learning
went on, and how their experiences impacted their sense of themselves. This set of
prompt questions is in Appendix I (See Appendix I). After I collected and read the
pilot diaries, I found participants writing were narrow, so I added two prompt
questions. In addition, participants feedback that they did not know what to write
and how to write it became the reason I changed expressions of original questions
to make them more easily understood. As a result, the set of prompt questions in
the main study covers five questions including participants English activities,
influential experiences, impacts of their experiences on English learning,
recollection of the past and plans for English learning. Participants English
activities were asked to elicit how their English learning was carried on;
participants feelings about English activities were asked to elicit how their
English learning impacted their identity construction. Influential experiences and
the corresponding feelings were asked in order to elicit how participants identities
were affected. Questions concerning participants past recollection or future
planning were designed to discover how and when participants had identity
continuity and how their identity construction impacted English learning. This set
of prompt questions is in Appendix II (See Appendix II). Participants responded to
me that this set of prompt questions was more understandable and easier to follow.

The method of keeping weekly diaries could track the development of participants
45

identities and English study. However, for the reasons stated above (e.g. being
busy with their own study, feeling nothing to write), participants might delay
writing and delay the submission of weekly diaries; they might also write some
experiences without following the prompt questions. Consequently the diary data
was subject to be less credible.

In order to obtain more credible data and gain as much rich contextual, historical
and individual information as possible, interview was also employed in this study.

3.5.2 Interviews
Semi-structured interviews with open-ended questions were applied as my core
method. For one reason, guided by prompt questions, interviews may overcome
the weak points of diary writing. For another reason, interviews provide occasions
for direct communications between the researcher and the informants, so
interviews can provide contextual, individual and historical information. Besides,
interviews are adopted in this study to elicit informants English learning identities
before university and in the first semester of university study.

Interviewing is the most commonly used method for collecting data in qualitative
research (King & Horrocks, 2010). It is introduced that by having conversations
with interviewees about their actual experiences, researchers can have a special
insight into subjectivity and voices of interviewees in face-to-face interviews
(Atkinson & Silverman, 1997; Rapley, 2004). Park (2009) also claims that indepth interviews have been successfully used by many sociologists to obtain rich
biographical data about individuals identities and their perceptions of the world
around them (p.34). The direct interaction in interviews is a window to
interviewees voices, views, thoughts, feelings and intensions, how they see
themselves and how they see the world around them. Interviewing was adopted as
a method in this study because this study aims to investigate how English learners
see themselves and see their learning communities when they learn English. The
46

method of interviewing could provide occasions for me, as a researcher and a

participant observer, to obtain data about learners perceptions of themselves in
English learning by communicating with participants.

Learners experiences in English learning covered the experiences before learners

university study and the experiences in the first semester and in the second
semester in university study. Data concerning English learning before the second
semester in the university study were elicited in a retrospective way in interviews.
Although retrospective recollection may cause problems such as dim memories
and the mixed past with present, the operation of eliciting past experiences in a
retrospective way in interviews is theoretically supported by the claim that it is
also necessary to interview when we are interested in past events that are
impossible to replicate (Merriam, 1998, p.72). Rapley (2004) also argues that
interviews can produce retrospective accounts or versions of interviewees past
experiences, feelings and thoughts, in other words, all those behaviors that took
place at some previous point in time (Patton, 1990, P.169). It is reasonable to
elicit learners English learning identities by accounting learning experiences
before university and in the first semester of university study in a retrospective
way in interviews. Moreover, retrospective recollection in interviews is inevitable
since this research began in the second semester of students university study.

The interviews conducted in this present research were guided by open-ended

questions which have a specific but implicit research agenda (Fetterman, 1998,
p.38) and allow respondents to express themselves at some length, but offers
enough shape to prevent aimless rambling (Wragg, 1994, p.272-273). Guided by
prompt questions (See Appendices III-VII), participants could concentrate on
relevant themes and provide further viewpoints along the themes. Semi-structured
interviews were conducted in this study to interview student participants as well
as the students English teacher. The English teacher was interviewed as another
data source to enrich students data. In all interviews in this study, I acted as a
47

conversation participant and a participant observer. I facilitated the interviews

without overly directing students and the teachers talks. I slightly guided
participants only when they stayed far from the main topic. Sometimes I asked the
participants to clarify some points in detail. Besides, I attempted to create a
relaxing atmosphere for the participants to express their ideas in the interviews.
The student interviews and the teacher interview will be elaborated in the
following sections.

3.5.2.1 Student Interviews

This part will elaborate how the student interviews were conducted, including
what languages were used in the interviews, how to design the prompt questions,
and how the interviews in the pilot study and in the main study were conducted.

Language Used in Interviews

A semi-structured student interview was carried out in the pilot study in March,
2010 and three rounds of interviews were conducted in the main study from May
to September, 2010. What language was adopted in interviews is worth careful
consideration, since language becomes a constitutive act instead of a medium for
information exchange when interviews are seen as collaborative behaviors (Welch
& Piekkari, 2006). A research interview is regarded as not only an instrument of
data collection, but also a social practice and a site for investigation in which both
the interviewer and interviewee(s) collaboratively participate (Mann, 2010; Talma,
2010). In this sense, the interactional context plays a role in constructing data.
Language used in the interview provides the context for interactions, thoughts and
identities and thus plays a role in shaping meaning and power in the interview
(Alvesson & Deetz, 2000). With consideration, the language used in interviews in
this study was either Chinese (Mandarin) or English, or both. What language was
used depended on participants willingness, English proficiency and the need to
express.

The

language

for

interviewing

was

chosen

by

participants.

Communication in interviewees language can show interviewees views on

48

themselves and on the world and help establish good rapport between the
interviewer and interviewees (Tsang, 1998). In this study, the reason for using
English is that participants thought it was a good chance to practice oral English
and thus they were voluntary to participate in and were active in this research.
Greena chose to mainly use English in interviews. English was used when she was
able to clearly express in English, otherwise, Chinese was used for a better
communication. Pang used Chinese for communication in the interviews all the
time.

Prompt Questions Designed for Interviews

In interviews participants were free to describe their experiences and express their
ideas as long as the topics were related to this study. The objective of the
interview was to encourage the participants to talk about their experiences,
feelings and thoughts, rather than to seek concise answers to prompt questions.
Therefore, the student interviews in this study were not conducted in a way of
asking and answering questions but that for most of the time I listened and student
participants talked, in response to the prompt questions. Since gradually
researchers and interviewees got more and more familiar with each other, and the
interviewees knew the research better and better, I asked less and less prompt
questions for the interviews. When participants knew the research well, the less
prompt questions are, the more freely and naturally the participants would think
and express themselves.

This research aims at exploring learners identity continuity and change impacted
by their English learning in the first academic year in university. To capture if
learners continue former identities or change into new identities, learners
identities before university and in the first year in university study need to be
tracked and compared. In order to track the identities of the target informants,
similar items related to learners identities and English learning in different time
phases should be looked at. Accordingly, similar items were designed as prompt
49

questions of interviews conducted in different time phases. As a result, prompt

questions for student interviews are sorted out as the following protocols: prompt
questions to elicit data on learners family and residential community identities,
prompt questions to elicit data on learners pre-university memories and English
learning identities, prompt questions to elicit data on learners English learning
and identity construction in the first semester of university study, and prompt
questions to elicit data on learners English learning and identity construction in
different phases in the second semester of university study. How learners
identities continue and/or change can be found by comparing their accounts in
different phases (before university, in the first year of university study).

What were designed for the prompt questions of each round of student interviews
are listed in the following table (Table 3.3):
Table 3.3 Contents of the prompt questions of student interviews
Interviews

Contents of prompt questions

Pilot study

1.To elicit data on family and residential community identities:

(March, 2010)

family status, roles in family, family expectations and

community background (See Appendix III);
2.To elicit data on pre-university English learning identity: high
school life, roles, social relations and English learning in high
school (See Appendix III);
3. To elicit data on identity construction and English learning in
the first semester of university study: university life, roles, social
relations, English learning, the feelings for the university and
recollections of high school lives (See Appendix III).

The 1st round The

in the

main set

1st 4. To elicit data on family and residential community

identities, pre-university English learning identity,

study

and identity construction and English learning in the

(May, 2010)

first semester of university study: based on the

revision of the prompt questions used in the pilot
study,

but

50

more

systematically

ordered

(See

Appendix IV);
The
set

2nd 5. To guide participants to talk about English

learning in the second semester in university study
(from the beginning of the 2 nd semester to the time
when they were interviewed): English learning
practices, influential experiences, social relations and
recollections of the past (See Appendix V).

nd

round 6. To guide participants to talk about English learning in the

in the

main second semester in university study (the time in between the two

The 2

study

interviews in May and June): English learning practices,

(June, 2010)

influential experiences, social relations and recollections of the

past (See Appendix V).

The 3rd round 7. To elicit data on English learning in the summer holiday,
in the

main reflections on final English examination results in the second

study

semester, and reflections on the first year in university (See

(Sept., 2010)

Appendix VI).

Key Features of Interviews in Different Stages

As listed in Table 3.3, the prompt questions were designed to elicit participants
backgrounds and track their identity construction in their English learning. The
prompt questions for different rounds of interviews were somewhat similar, but
the focus of each round was different. In the pilot study in March 2010, Greena
was invited to talk about her family and residential community identities and
English learning before university (mainly in high school) and in the first semester
(See Point 1, 2 &3 in Table 3.3 and Appendix III). The second semester began in
March, so it is highly possible that Greena still had a clear picture in mind about
her English learning in the first semester of university study and even in high
school. This interview lasted for two hours.

Greena and Pang participated in the interviews conducted in mid May. Since
Greena had participated in the pilot study, two sets of prompt questions were
51

designed. One set was used to guide Pang to talk about his family and residential
community identities, English learning identity before university and in the first
semester in university. Another set was used to track both participants identity
construction and English learning from the beginning of the second semester to
the time when they were interviewed (See Point 4&5 in Table 3.3 and Appendix
IV and Appendix V). The first set of prompt questions was based on the revision
of the prompt questions used in the pilot study. After the pilot data was roughly
analyzed, I noticed that participants could not really understand one or two
prompt questions. Accordingly, I specified the questions to make them easier to
understand. Besides, I added three questions. I also changed the order of questions
to form a more systematic set. The second set of interview prompt questions was
made to track participants English learning and their identity construction in
different phases in the second semester of university study. Participants English
learning can be tracked by asking their English learning practices; their identities
can be tracked by asking their influential experiences and social relations with
schoolmates and teachers in the university; their recollection of the past can
indicate their identity continuity. This set of questions was simple and easily
understandable. Interviewees appeared active in talking about their experiences.
The interview for Pang lasted for two hours or so, while the interview for Greena
lasted for about one hour. The reason is that only her influential experiences,
English learning and corresponding feelings in the second semester were
discussed in her interview.

The second round of interviews in the main study was conducted in late June,
2010, six weeks after the interview conducted in May. This round of interviews
was arranged, in that, according to the university schedule, students were busy
with lesson review and preparation for examinations of various subjects. This was
a critical period to see how learners dealt with their English study when they were
faced with many examinations. Prompt questions for this round of interviews
were the same as the second set of prompt questions used in May, since that set of
52

prompt questions was designed to track participants identity construction in

different time periods in the second semester (See Point 6 in Table 3.3 and
Appendix V). In addition, participants were asked to further clarify some data
from weekly diaries. Each interview in this round lasted for one hour or so.

The third round of interviews in the main study was carried out in late September
2010 when participants finished the first year study and the first summer holiday
in university. They also had known their English exam results. During the holiday,
they might have time to think deeply about their English learning in the first year
in university. Therefore, this round of interviews was arranged in order to find out
how participants dealt with their English learning when they did not have English
classes in holiday, how they felt and reacted after they knew their English exam
results. The interviews could also reveal participants reflections of their English
learning in the first university year, as well as how they thought of themselves
after one years study in university. To find out all these experiences and thoughts
of participants, prompt questions were designed as Point 7 listed in Table 3.3 or
Appendix VI (Refer to Point 7 in Table 3.3 and Appendix VI). After the first year
ended, by comparing participants thoughts with their pre-university views, I
could find out how learners identities were constructed and how their English
learning went on in the first year in university. Each interview in this round lasted
for about two hours.

Each interview was audio-recorded. After each interview, the audio-recording was
listened to and roughly analyzed. I found out some data which required further
explanation and put them forward in the next round of interviews or through
internet communications with participants. After the interviews, the audiorecording was carefully transcribed for further analysis. In interviews, participants
weekly diary data were discussed, too, if there were points requiring further
clarification.

53

3.5.2.2 Teacher Interview

The English teacher was interviewed for around two hours in late September 2010.
The language used in the interview was chosen by the teacher. Both English and
Chinese were used. For an academic year this teacher was in charge of English
teaching for the two different classes where participants were chosen from.
According to my criteria of participant recruitment, this teacher recommended the
two participants for my research. Her observations about participants in class and
out of class could be a data source to access students English learning and their
identity construction in the whole year. Therefore, the English teacher was
interviewed and her data was analyzed.

The prompt questions of teacher interview were designed to elicit the English
teachers observations on participants English learning practices in class and after
class (through assignments) by asking the teacher to tell stories about the
participant students. The prompt questions included students final English
examination results, English proficiency in each semester, attitudes to English
study, performance in English classes and to extra-curriculum English activities,
and relations between the teacher and the students. The prompt questions are in
Appendix VII (See Appendix VII).

In summary, this section elaborated what instruments were used to collect data,
and how weekly diaries keeping and interviewing were conducted to collect data
from student participants and from the English teacher.

3.6 Data Analysis

The process of data analysis was a cyclical, iterative and ongoing process. Data
(interview transcripts and diary entries) were roughly analyzed immediately after
they were collected, and the questions or points demanding further clarification
were discussed with participants through the internet tools or be taken to next
54

face-to-face interviews. Also, based on the initial analysis, corresponding changes

were made in the prompt questions for weekly diaries writing and later interviews.

Data analysis was based on the research questions and the theoretical framework,
however, newly emerged themes and patterns were not neglected. In this process,
two analytical tools were adopted: thematic analysis and discourse analysis.
Thematic analysis was used in the first stage and discourse analysis was used in
the second stage. This is because with the use of thematic analysis, themes in the
data could be identified in the first stage. After themes were identified, discourse
analysis could be used to explain how the themes were identified by looking at
participants discourse. Nevertheless, the process of data analysis did not go on in
a purely disjointed manner. Instead, the whole process of data analysis was a
process in which consideration went back and forth between the data, the research
questions, the theoretical framework and the coded themes.

3.6.1 Stage One: Thematic Analysis

Thematic analysis is a method for identifying, analyzing, and reporting patterns
(themes) within data (Braun & Clarke, 2006, p.79). Based on Braun and Clarke
(2006), thematic analysis is a relatively straight-forward form of qualitative
analysis, and it involves the searching across data to find recurrent patterns of
meaning. Therefore, thematic analysis was used to identify themes in the first
stage. Before this stage systematically began, all interviews were transcribed
verbatim. Since Greenas interviews were mainly conducted in English while
Pangs were in Chinese, all Chinese data were translated into English with a
deliberate attempt to retain the original expressions used by the participants so
that their perspectives could be better revealed.

As introduced in the previous paragraph, thematic analysis was adopted in this

study mainly to identity themes. King and Horrocks (2010) claim that thematic
analysis is concerned with the right balance between cross-case analysis and
55

within-case analysis, in that thematic analysis looks at patterns or themes,

highlighting what interviewees have in common as well as how they differ
(p.150). In line with this concern, prior to conducting thematic analysis, I prepared
two sets of data: organized by type (e.g. diary data and interview data) first, and
then by case. The set of data organized by type facilitated cross-case analysis,
since diary data and interview data both contained data of the two cases. By
making a comparison across the cases, the analysis of the diary data and interview
data could identify participants common patterns and different patterns. Likewise,
the set of data organized by case facilitated within-case analysis. In this study, the
within-case analysis produced a holistic view of each participants identity
construction and English learning trajectory from high school to the end of the
first year in university.

Drawing on King and Horrockss (2010) approach to thematic analysis of the data,
I identified the themes by undergoing three stages of coding: descriptive coding,
interpretative coding and overarching themes. At the stage of descriptive coding, I
read through the data set to highlight relevant, recurrent and distinctive features so
that descriptive codes were defined. Based on the prompt questions, participants
talked about their family identities, English learning and social relations in high
schools and English-related activities, influential experiences, roles, social
relations in university. Then I grouped and re-grouped descriptive codes and
interpreted the groups. Finally, I considered the interpretative themes to derive key
themes for the whole data set. In this process the conceptual framework was a
basis to make sense of the themes. The themes I identified reflect the constructs in
the theoretical framework.

With thematic analysis, a range of key themes appeared, including self

perceptions of being a foreign language learner, future career expectations, social
relations, the growth of the sense of belonging, attitudes to English, English
related activities and English learning outcomes. The themes generally fell into
56

identity continuity, identity change, and English learning.

3.6.2 Stage Two: Discourse Analysis

According to Starks and Trinidad (2007), discourse analysis explores how
knowledge, meaning, identities, and social goods are negotiated and constructed
through language-in-use (p.1374). By studying how language is used, a persons
identity can be explored. Accordingly, discourse analysis was adopted in the
second stage of data analysis to analyze how participants identities were shaped
in English learning in the first year of university study.

From the sociocultural perspective, discourse is language in use (Brown & Yule,
1983, p.1) which cannot be independent of the purpose or functions to serve
in human affairs (Brown & Yule, 1983, p.1). In this sense, discourse is more than
grammatical units in texts. Discourse reflects social practices and serves social
purposes and functions. So discourse analysis is oscillating between a focus on
specific texts and a focus on the relatively durable social structuring of
language (Fairclough, 2003, p.3). Discourse analysis includes text analysis and
the analysis of how language is used in the society. A close look at what language
people use can throw light on speakers social practices and social relations.
Accordingly, discourse analysis was adopted in this study to analyze the language
participants used so that their views on themselves, the society, and the social
interactions can be understood.

Faircloughs (1992, 2003) concept of discourse is three-dimensional, including

text (spoken or written), discursive practice (text production and text
interpretation), and social practice. Discursive practice dimension specifies how
the text is produced and how it is interpreted in the social context, so discursive
practice mediates the interrelation between the dimensions of text and social
practice. Faircloughs (1992, 2003) framework of discourse analysis brings
together linguistically-oriented discourse analysis and social thoughts related to
57

discourse and language. In this sense, Faircloughs framework emphasizes the

interrelation between language and the society. This discourse analysis framework
aligns with the theoretical framework of this study (discussed in Section 2.4).
Adopting concepts of communities of practice (COP), imagined communities and
investment, the theoretical framework looks into learners language learning and
identity construction from the sociocultural perspective. Language learning is seen
as a social practice involving learners identities. The situated contexts and social
relations in language learning are taken into consideration. In a word, the
theoretical framework of this study stresses the social nature of language and
learning. Accordingly, Faircloughs model of discourse analysis aligns with the
theoretical framework of this study.

The discourse analysis in this study mainly focuses on text analysis. There are two
reasons. For one, according to Fairclough (1992), text analysis is connected to
relational and identity functions of language (p.137). In other words, text
analysis is connected with the ways in which social relations are exercised and
social identities are manifested in discourse (p.137). Text analysis reveals social
relations and the self. Accordingly, by doing text analysis, one can have insights
into the text authors social relations and identities. By analyzing the learners
texts (weekly diary entries and interview transcripts), I can have insights into
learners identities and social relations in their English learning in the university.
For another reason, this study focuses on how English learners saw themselves in
the first year study in the university context, but not focuses on how learners
discourses reflected the broad social context. Nor does this study look at the
impacts learners discourses made on the social context. According to Fairclough
(1992), how a persons discourse reflects and influences the society is what
discursive practice and social practice look at. Therefore, this study only adopted
text analysis to analyze data.

Fairclough (1992) claims that text analysis can be conducted by analyzing

58

vocabulary, grammar, cohesion and text structure. Drawing on Faircloughs (1992)

study, I focused on analyzing vocabulary, grammar, cohesion and text structure of
participants diary and interview data. Vocabulary mainly copes with individual
words and implies the process of wording the world (Fairclough, 1992). By
looking at participants vocabulary and semantic relations, such as collocations
and patterns of co-occurrence of words, I attempted to find out participants
meanings. In dealing with participants vocabulary, I kept the original flavor of
what was written and said when I translated the interview data in order to make
data closest to participants original meanings. I carefully examined participants
diaries and interview transcripts at the level of vocabulary.

In this study, analysis of grammar centered on the analysis of grammatical

features associated with modality and evaluation. Both modality and evaluation
are seen in terms of what authors commit themselves to (Fairclough, 2003,
p.165). What people commit themselves to indicate how people see themselves
and relate themselves to the world, so peoples modality and evaluation reflect
peoples self identities. Accordingly, participants modality choice and evaluative
statements in the data were carefully studied. According to Fairclough (2003),
there are different types of modality, such as deontic modality and epistemic
modality. The former is realized by using modal verbs, modal adverbs and modal
adjectives to show commitment to obligation, necessity or permission, while the
latter, dealing with authors commitment to truth, is realized by tense, hedges
(such as sort of, kind of), intonation (such as hesitant, tentative, confident or
assertive intonation), subjectively or objectively marked claims, first- and thirdperson statement, and tag question (Fairclough, 2003; Gu, 2007). When I studied
participants diary data and interview data, I carefully studied the linguistic forms
mentioned above. I discovered a number of modal verbs, such as must, should,
can, etc. and a few modal adverbs, such as certainly, definitely, etc. which
show participants commitment to necessity, obligation, permission and affinity
with truth and probabilities. I also found some sentences expressed in the present
59

simple sense which indicates participants affinity with truth.

Evaluation deals with authors commitment to what is desirable or undesirable,

good or bad (Fairclough, 2003, p.164). According to this definition, evaluation is
another device to display how the author thinks or how he/she relates
himself/herself to the world. Based upon this point that an authors evaluation
indicates his/her identities, participants evaluative statements about themselves
reflect how they identified themselves; evaluative statements about the learning
communities reflect how participants related themselves to the learning
communities; evaluative statements about peer students reflect how participants
identified the social relationship. In a word, participants evaluative statements in
the data show their identities in English learning in the university. Therefore, I
carefully studied all the evaluative statements in the data. Actually, I identified a
number of evaluative statements, including comments on participants English
competence, attitudes to English, the university and the social relationship.
Findings will be presented in detail in Chapter 4 and Chapter 5.

Cohesion and text structure concern with how the text is built with language
linkage from smaller units into larger units, and how the text is formed with
elements and episodes (Fairclough, 1992). In other words, cohesion and text
structure can show how a language user employs the text to construct his/her
relation to the world. Cohesion and text structure were adopted in this study for
the reason that how participants employed linguistic elements (such as
conjunctive words) to express their opinions on their English learning, the
learning communities and the social relationship reflect how participants saw
themselves as well as how they related themselves to the world. Besides, how
participants took part in the interviews also reflects participants identities. As a
result, I carefully examined participants use of conjunctive words. I also took
participants silence and gaps in the texts, turn-taking and the selection of topics
into consideration.
60

In summary, data analysis was conducted in two stages. In the first stage, thematic
analysis was used to identify themes; in the second stage discourse analysis was
adopted to analyze the discourse participants used in this study. Focusing on
informants vocabulary, grammar, cohesion and text structures, this study explores
how the participants (Greenas and Pangs) identities were formed in English
learning in the first year of university study.

3.7 Research Credibility and Validity

Patton (2002) claims that rigorous methods, the credibility of the researcher and
the researchers philosophical belief in the value of qualitative inquiry are three
distinct elements the credibility of qualitative inquiry depends on. Rigorous
consideration is needed from the research design to the research report. In this
current study, some steps were taken to enhance the credibility and validity in data
collection as well as in data analysis. In the following paragraphs, how the study
was carried in a rigorous way will be first introduced, including building the
trustful relationship with participants, conducting intensive interviews, trying to
get clear data retrospectively, triangulation and member checking.

This study relies heavily on the participants verbalizations of their experiences,

so an important question to consider is the extent to which individual students are
conscious of and can comment on their experiences and some other concepts such
as their perception of competence and value. The possibility that participants may
feel obliged to justify or over-rationalize their thoughts and behaviors also need to
be considered. To address such issues, the following steps were taken:
1. The students joined the study on a voluntary basis. Their active participation
means that they are willing participants rather than obliged informants.
2. I worked on building up a relationship of mutual trust and confidence with each
participant. For example, before the study, I had a meeting with participants and
61

then invited them to lunch, with the purpose of introducing my research to them,
and to build rapport with them. A suitably relaxed and encouraging relationship
(Ackroyd & Hughes, 1992, p.108) between the interviewer and interviewees
enables interviewees to feel at ease when expressing ideas in interviews. I assured
the participants that all data would be confidential and that they would be used for
research purposes only. I also explained the aims of the study in an attempt to
make them sympathetic participants.

Drawing on Rallis and Rossman (2009), one strategy to help establish credibility
is to design the study with data collection over a long period of time, or very
intensively, if over a short period of time. The period of data collection for this
study was only six months. It was conducted intensively though: most interviews
were carried out at intervals of six weeks, with weekly diaries collected each week.
The frequent contact with participants enabled me to learn about and learn from
participants better.

In interviews, since the elicitation of participants identities and English learning

in the past was conducted in a retrospective way, there might be a possibility that
participants failed to provide clear experiences due to the fading memory. In order
to address this issue, I designed a number of prompt questions for the interviews,
with a purpose to elicit participants memory from different angles. The
retrospective way might also cause another issue: when they were asked about the
past, participants easily considered things based on the moment they were
interviewed instead of the past. In order to address this issue, I frequently
emphasized that we were talking about the past, and then gave participants
enough time to recollect the past.

Furthermore, triangulation and member checking are recommended by Rallis and

Rossman (2009) to enhance the credibility and validity of research. In this current
study, multiple methods of data collection were adopted. In this case, triangulation
62

of data sources was achieved to check out the consistency of data from student
participants diaries, their interviews and their English teachers observation.
Triangulation, with multiple data sources, provides not only a fuller understanding
of the phenomena studied (Bogdan & Biklen, 2007) but also cross-data validity
checks (Patton, 1999). After the data were organized and analyzed, member
checking was adopted. I shared the data analysis with student participants, to see
their opinions and see any need to correct or add information.

In addition to the rigorous methods described in previous paragraphs, the

credibility of the researcher and the researchers philosophical belief in the value
of qualitative inquiry are also critical to credibility and validity (Patton, 2002). As
a researcher, I appreciate qualitative research method including the purposeful
sampling, naturalistic inquiry, inductive analysis and holistic thinking. Qualitative
research is necessary to answer how and why questions. In addition to
philosophical belief, in order to ensure the credibility of the study, I made clear
my position as a researcher to the participants in data collection and to readers in
the research report; I attempted not to assume any result before I got the findings;
I kept a log throughout the research journey, recording my own psychological
changes, evolving understandings of issues under investigation, and further
decisions.

In summary, the above steps enabled me as a researcher to develop a cooperative

approach with the participants and to establish the credibility and validity of the
study in different ways.

3.8 Summary
Chapter 3 has elaborated how this research was conducted. This chapter first
accounted for why this research should be conducted in the qualitative way as a
case study. This chapter also described the research context, participants and
63

research procedure. By explaining the data collection instruments and data

analytical tools in detail, this chapter elaborated the whole process of how data
were collected and analyzed. The last section showed attempts to enhance the
research credibility and validity. The whole chapter depicted a picture about
where and how the research was conducted, who participated in it, and how to
deal with data.

64

CHAPTER 4
LEARNERS IDENTITY CONTINUITY: EVIDENCE,
FACTORS, AND MUTUAL IMPACTS BETWEEN
IDENTITY CONTINUITY AND ENGLISH LEARNING

4.1 Introduction
Thematic analysis and discourse analysis of data produce findings concerning
how learners constructed their identities in their English learning in the learning
communities in university. Findings show that, as non-English major students,
Greena and Pang continued their former identities in some particular aspects in
certain periods of time, but also changed their identities into new identities in
some aspects. Findings about evidence of learners identity continuity, factors that
contributed to learners identity continuity, and the mutual impacts between
learners identity continuity and English learning will be presented in this chapter.
Findings about identity change will be presented in next chapter.

This chapter consists of four sections. Section One introduces how this chapter is
organized. Section Two will describe Greenas and Pangs English learning
identities before university, mainly in their high school. Beginning with a
summary of indicators of identity continuity, Section Three will first present
Greenas data, and then present Pangs data. Each participants data will focus on
the evidence of learners identity continuity, factors causing learners identity
continuity, and the mutual impacts between participants identity continuity and
English learning. The last section will make a summary about how the two
participants identity continuity and English learning mutually influenced each
other in the first year of university study.

In this chapter, many interview excerpts and weekly diary entries will be
65

presented. Before the findings are presented, it should be noted that this thesis
adopts Silvermans (2001) transcription system to transcribe interview data. The
transcription conventions are presented in Appendix VIII (See Appendix VIII). In
addition to Silvermans (2001) conventions, since there are some Chinese
expressions in the transcriptions, I used brackets [ ] after the Chinese
expressions to indicate English translation. In order to indicate my emphasis, I
bolded some words and phrases in interview excerpts and diary entries which I
deemed able to indicate the points I intended to make. The bold expressions
would be quoted in my interpretations.

4.2 Learners English Learning Identities before University

Greena and Pang learned English for six years before they entered the university.
This section will look at how Greena and Pang saw themselves as English
language learners in high school.

4.2.1 Greena: A Successful Examination Taker and an Excellent English

Learner
Greena saw herself as a successful English learner in high school, especially in the
sense of taking English exams. Greena also believed that her success in English
exams was resulted from her interest in English, hard work and effective methods.

Since Greena began studying English in middle school, she was very interested in
English. In high school she felt that her interest in English could positively impact
her English learning. This idea is showed in the following excerpt:
Excerpt 1:
Greena: I think my interest in English helped me a lot, sometimes Ill be
sleep. But because I love English very much, so if I sleep in that
class Ill review it in time after class. (Interview on March 18, 2010,
original in English)
66

In this excerpt, Greena used very much to show the great extent of her interest
in English. She also showed how this interest positively impacted her English
learning by using the conjunctions because and so which indicate that
review[ing] in time was the result of her love for English.

Greena considered herself as a hardworking English learner in her high school

study. She spent much time on English, even though she had to spare some time
on other subjects for good marks in the College Entrance Examination. With hard
work, Greena could always get high marks in English examinations, so she
thought she was a successful exam taker. She expressed this as follows:
Excerpt 2:
Greena: usually I really did a good job in examination. they ((her
classmates)) just ah just did examinations papers but I dont do it. I
listen to some English songsBut I think its kind improve my
English too. (Interview on March 18, 2010, original in English)

In this excerpt, Greena used the adverb really to emphasize she was good at
exams. The use of usually shows the high frequency. By studying with methods
she deemed to be very efficient: listening to English songs, she could do a good
job in examination, therefore, she thought she was a successful English
examination taker.

In Chinese notion, excellent in learning just means good at taking exams or

always get high marks. Greena followed this notion and thought she was an
excellent English learner. Greenas self-perception is reflected by her reply in an
interview as follows:
Excerpt 3:
Researcher: How do you think of your English proficiency in your high
school?
67

Greena: Excellent. (Interview on March 18, 2010, original in English)

Greena used excellent to explicitly show her perception as an excellent English

learner.

Greena cared her rank in class, and she tried to get No.1 in English. She
commented on getting No.1 in English in class as her best experience in English
learning in high school (Interview on March 18, 2010). Greenas successful
English learning experiences in high school might be a reason for her confident
personality. She was confident in overcoming the weak points in her English
learning such as grammar, vocabulary and oral English.

For Greena, the high school life was happy. She had good friends who could ask
for help, classmates with whom she could discuss questions emerging from
studies, and responsible teachers. But Greena commented the English learning
in high school as boring and nothing special (Interview on March 18, 2010).

In summary, Greena regarded herself as a successful English learner, easy to get

high marks in examinations. She also saw herself as a diligent worker, interested
in English. Although she thought English learning in high school was boring, she
had a good study experience.

4.2.2 Pang: A Very Poor English Learner

Pang thought his English was poor both in middle school and in high school. The
following excerpt is extracted from an interview to show his identity as a poor
English learner.
Excerpt 4:
Pang: [ from middle school on,
my English was very poor.] (Interview on Sept. 26, 2010, original in
Chinese)
68

In this excerpt, the adverb very emphasizes the poor proficiency of Pangs
English. He was not interested in English. In order to have a high mark in the
College Entrance examination, Pang spent much time on English learning.
However, his study was ineffective. So Pang labeled himself as a poor English
learner. This is expressed in the following excerpt:

Excerpt 5:
Pang: [My English was very poor. I had
never passed the exams.]
Researcher: [Were you interested in English?]
Pang: [((Without any
hesitation)) not really. It seems that I was not interested in
English.]
Researcher[Not interested?]
Pang
[No. In high school I worked hard
because I had to take the College Entrance Examination. I spent
much time on English, but it seemed ineffective.] (Interview on
May 17, 2010, original in Chinese)

Pang used the adverb never to emphasize that his English was so poor that he
failed in all English exams in high school. Pang also expressed that he was not
interested in English. The way he gave a negative reply without any hesitation
indicates that he was not interested in English at all. Nevertheless, Pang saw
himself as a hard worker: he spent much time on English learning. The use of
conjunction but conveys Pangs disappointment at the ineffectiveness of his
English learning. Poor learning outcomes made Pang see himself as a poor
English learner.

69

Accordingly, Pang constructed an identity of a hard-working but poor FL learner

with little interest in English. This poor English learner identity led to his
inactiveness in English classes. Pang expressed this point in an interview.
Excerpt 6:
Pang: [My English was poor.
I was always inactive in class.] (Interview on Sept. 26, 2010, original
in Chinese)

This excerpt indicates why Pang did not actively participate in his English class
was because he thought his English was rather poor. Pangs FL learner identity
negatively impacted his English practice.

However, Pangs experience in the last semester in high school increased his
confidence in his English learning. In the last semester, Pang had a deskmate
whose English was commented by Pang as very good. The deskmate always gave
him guidance in English study, so Pang made slow progress in English. This
experience is described as follows:
Excerpt 7:
Pang:
[She ((his deskmate))
was one of the top students in my class ... she always gave me
guidance in English learning. Therefore, my English has
improved a bit.]
Researcher:
[Good. With the improvement, did you have more
confidence? Did you change how to see yourself?]
Pang:
[Yes. I never passed any English exam before the College
Entrance Examination. I hoped I could break through the record
in the Exam ...]
70

Researcher= [But when

your English was improved, you felt=]
Pang: = [= a little confidence.] (Interview on Sept. 26, 2010,
original in Chinese)

Pang attributed his progress in English to the guidance of his deskmate. The
improvement affected Pangs self identity and enhanced his confidence, so he
hoped for a breakthrough in the College Entrance Examination.

In conclusion, before entering the university Pang thought he was a very poor
English learner because he failed to pass English examinations in high school.
Besides, Pang was not interested in English learning. But he saw himself as a hard
worker in English learning.

4.3 Learners Identity Continuity and English Learning Mutually

Impacting Each Other at University
Identity continuity can be considered as clinging to the former identities or
remaining the same perceptions of oneself. Gao, Li & Li (2002) claim that the
question of who one is can be rephrased in a range of specific questions
regarding ones discourse style, career directions, self-perception of talents and
competencies, personalities, values and beliefs, cultural belongings, external
images and inner pursuits (p.115). As discussed in the theoretical framework of
this study, when learners socially participate in language learning in a certain
learning community, learners identities are impacted by the learning community
and reconstructed in the process of language learning. Also, learners identities
impact their language learning. As specific forms of identity, the themes claimed
by Gao, Li & Li (2002) are involved in learners language learning, impacted by
the learning community and impact learners language learning. Accordingly, I
based on Gao, Li & Lis (2002) claim and other scholars works to put forward
71

indicators to capture identity continuity. Indicators based on other scholars works

are culture (Phan, 2008), the sense of belonging (Phan, 2008) and social relations
(Dolby & Cornbleth, 2001; Norton, 2000, 2010). Accordingly, learners identity
continuity can be captured with the following indicators:
1). connecting to the past or having tensions with new experiences in the new
context/culture;
2). having a sense of belonging to the former community;
3). maintaining the same self-perception on aspects mentioned by Gao, Li &
Li (2002).

In some degree, these indicators for identity continuity are subjective, since the
indicators are based on some researchers subjective opinions on their own studies.
However, these indicators are reasonable to refer to since they are developed on
the basis of existing theories and relevant empirical studies.

According to Lave and Wenger (1991)s and Wenger (1998)s COP, when Greena
and Pang studied English in the learning communities in the university, they
participated in a social practice where their identities were involved. This section
will present data concerning the learners identity continuity. This section will first
present Greenas data on the evidence of the identity continuity, factors that led to
identity continuity and the mutual impacts between her identity continuity and
English learning. Next Pangs data on the same aspects will be presented.

4.3.1Greena
Based on the indicators above, the continuity of Greenas identities can be seen in
two ways: emotional clinging to the past and consistent future career expectation.
They were impacted by Greenas English learning and they also impacted her
English learning.

4.3.1.1 Emotional Clinging to the Past and English Learning Being

72

Constrained
That Greena emotionally clung to her past could be seen from her emotional
clinging to her high school friends, emotional clinging to her town fellows
(students from the same hometown) and her idea that she wanted to go back to
high school. In the first semester, Greena sometimes recalled her high school life,
often thought of her friends in high school, and emotionally clung to her former
friends. When she met emotional difficulties, she turned to her former friends
instead of the classmates in university, because she thought they (the high school
friends) know me well (interview on March 18, 2010). This emotional clinging
lasted till the second semester.

Greena also emotionally clung to her town fellows. In the first semester Greena
wanted to go back to high school, but in the second semester she did not have this
idea any more. One of the reasons is she found her town fellows in the same
university. That town fellows were important to her indicates she still emotionally
clung to the former identity as a person coming from her hometown.

In the first semester Greena even wanted to go back to high school. She made this
clear in an interview.
Excerpt 8:
Greena: Last semester, sometimes I will recall my high school life; and
sometimes I even want to go back.
Researcher: You want to go back to your high school?
Greena: Last semester. (Interview on June 25, 2010, original in English)

In this excerpt, Greena directly said that in the first semester she had the idea of
going back to high school. This idea shows she was still emotionally clinging to
her past. Later in the follow-up communication Greena explained the reason:
Excerpt 9:
Greena: I want to go back because I want to have one more chance to take the
73

College Entrance Exam and on the other hand, I felt lonely at the
first semester, so I wanted to go back, and I think I won't choose this
school anymore. (Follow-up communication on Oct. 31, 2010,
original in English)

This excerpt shows that Greena emotionally clung to her past because she felt
lonely and did not want to be a member of this university. The expression wont
choose this school anymore implies Greenas dissatisfaction with the university.
Greenas dissatisfaction was explicitly demonstrated in the following excerpt:
Excerpt 10:
Greena: but the environment is just like ((pause)) not good enough.
Researcher: Something else?
Greena: Er, sometimes I feel, I feel sad because I want a competent
environment.
Researcher: You want what?
Greena: Competitive environment .

Greena: my roommates ((laughing)). They just (())

[gave me the feeling ((pause)) that they were not
very serious toward study.]

Researcher: [So you didnt like the

environment for study].
Greena: Yes.

Greena: [The learning atmosphere was not strong].

(Interview on March 18, 2010, original in English and Chinese)

The use of feel sad reveals Greenas discontent over the university as a learning
community, because in Greenas eyes, the environment was not good and the
74

academic atmosphere was not strong. Actually, all along the year, Greena
commented her learning communities (her dorm, her class and the university) as
weak in academic atmosphere and learning spirit. This is sharply different from
her imagined learning community: competitive environment, as she described in
the excerpt.

The previous paragraphs show that Greena emotionally clung to her past.
Greenas emotional clinging to the former communities may be caused by her
emotional need and her attachment to the culture of the former communities.
When Greena transferred from her high school to the university, she experienced
two small cultures (Holliday, 1999). As a new member of the university, Greena
still maintained the culture of the former community which contributed to her
emotional clinging to the former communities.

Another factor causing Greenas emotional clinging is her perception of the big
gap between her actual and imagined learning communities. The big gap
disappointed her so much that she wanted to go back to high school. In the
following interview, Greena described her imagined community.
Excerpt 11:
Greena:

[I hope for
an academic environment full of study-related activities and strong
academic atmosphere I wish to have fellow students taking study
seriously. Otherwise, I feel like a different type from them all.]
(Follow-up interview on April 19, 2011, original in Chinese)

Greena desired for a learning community with strong academic atmosphere where
every member takes academic study seriously. Greena was always studying hard,
so she needed a learning community in which members were diligent so that she
75

would not feel she was marginalized.

In Greenas opinion, good oral English demands daily practice; therefore, she
hoped that everyone in the learning communities was interested in English and
attempted to use English in daily communication. Besides, native English
speakers were necessary for a good environment for English learning. The
following excerpt shows what Greena imagined as a good context for her English
learning. Her imagination took its shape before she entered the university.
Excerpt 12:
Greena: Learning English needs an environment. If you can speak with the
native people, you can have a better result of learning. Before I came
here, I thought in Guangdong there are many foreigners here. And I
think in this university many students will be interested in ((pause)) I
mean many students all work hard. In this environment, and as I just
said, with many foreigners I can use all of this to study I think the
hard-working students can [stimulate me]. The foreigners
can give us the chance to talk. (Follow-up interview on April 19, 2011,
original in English, one Chinese expression used)

In this excerpt, Greena described her imagined English learning community: there
were English native speaking teachers who created chances for students to speak
English; there were many hard-working students who stimulated her to study. In
brief, Greenas imagined learning community was strongly academic and
encouraging.

However, Greena used [the university is

not like a university] (Follow-up interview on April 19, 2011, original in Chinese)
to express her great disappointment. Consequently, Greena wanted to go back to
high school.

76

There is a discrepancy between Greenas imagined learning community and her

actual learning communities. Greena desired for a learning community with
strong academic atmosphere but the actual learning communities appeared to be
weak in learning atmosphere. Consequently, Greena felt marginalized and lonely,
and thus had little sense of belonging to the new learning communities. She
emotionally clung to her old friends and wanted to go back to high school.

Greenas bad emotion negatively affected her study and distracted her from
carrying out her study plan. This negative impact was revealed in an interview
where Greena talked about why she made progress in English learning in the
second semester.
Excerpt 13:
Greena: Er, during the second semester, Im much better than the first
semester in emotion. So =
Researcher: =That means you succeeded in controlling your emotion?
Greena: [I say, I am more adapted in the second
semester.]

Greena: [Yes]. I can make a plan, the practical plan. I can finish.

Researcher: That means you make a plan for English, and you can follow it
well.
Greena: Yeah. But the first semester=
Researcher: =You could not.
Greena: Yeah. (Interview on September 25, 2010, original in English and
Chinese)

Greena talked about her emotion control in the second semester. Being more
adapted to the new learning communities changed her emotion to the better. The
better emotion facilitated her effective carrying out of English study plans. Greena
77

also pointed out that in the first semester she failed to follow her English study
plan. This excerpt indicates that Greenas low emotion in the first semester
negatively impacted her English learning.

The data above show that Greenas identity continuity could be caused by her
emotional need, her attachment to culture of former communities and her self
conception of the gap between her actual and imagined communities. She felt she
still attached to her former communities. Greenas emotional clinging to her past
played a negative impact on her English learning.

4.3.1.2 Consistent Passion for English and Consistent Future Career

Expectation
Since Greena entered the university, her interest in English never changed. In this
study, Greena mentioned her love for English for four times, both in interviews
and in diaries. The following excerpt is taken from an interview held at the
beginning of the second semester, immediately after Greena finished the first
semester in university.
Excerpt 14:
Researcher: after you experienced a whole semester, at the end of it, was
there any change? Did you still like university life as much as
before? Or your English class as much as before?
Greena: Er, nothing changed, because I love English all the time ((pause)) no
matter how the [external environment]. Yeah, I will
love it all the time. (Interview in the pilot, March, 18, 2010,
original in English, one Chinese expression used)

Greena expressed her strong love for English by the use of the conjunction no
matter and the adverbial all the time. At the same time, her love for English
was revealed in her diaries. The following is one example.
Diary Entry 1:
78

 I think the sound of English is elegant, so I love listening to English songs

as well. It is really a wonderful thing, I just feel comfortable and relaxed
and lost myself in the musicMy attitude to English, I love it, so I am
eager to learn it well, not just for the marks and graduation. I mean, Ill keep
the enthusiasm all the time no matter how difficult it will be. I wont give it
up, and contrary to that, Ill take it as my career. (Diary on March 20, 2010,
original in English)

Greena used present tense throughout the above text, which reflects her high
affinity with truth (Fairclough, 2003). In the excerpt, Greena also used positive
adjectives like elegant, wonderful, comfortable and relaxed to portray
how interesting English was to her. The expression lost myself could vividly
describe how Greena enjoyed English. She used the conjunction no matter to
show passion and determination to learn English well. Greena loved English so
much that she determined to study it well and treat it as her career.

Greenas passion for English lasted the whole year. By the end of the first year,
Greena still expressed her consistently strong love for English, as follows:
Excerpt 15:
Greena: ... But for me, still like English, I dont regard it as a tool. For me
English is my friend ((laughing)). (Interview on Sept. 25, 2010,
original in English)

Greenas constant passion for English led to her dream of future career: at least
having a career related to English. Her most ideal job is teaching Chinese as a
foreign language to foreigners. She set this career direction throughout her first
university year. Greena supposed that with a good command of English she could
use English as a tool for her future teaching.

Greena loved English very much but she chose a Chinese major instead of the
79

English major. She explained her reason in the following text:

Excerpt 16:
Greena:

[If I had only wanted to learn English, I would

have chosen English as my major, ending up with teaching Chinese
students English. But I want to learn both Chinese and English,
because I think I will have chances to contact foreigners if my degree
is high enough. Im afraid I used a wrong expression at that time
(referring to the first interview on March 18, 2010). What I wanted to
say is, I hope English can be a tool for my future career, but not
necessarily teaching English. I can use English to teach other things,
say, those things I like, such as ancient Chinese poetry.] (Follow-up
internet communication on April 11, 2011, original in Chinese)

In this excerpt, Greena expressed her desire to create more opportunities to expose
herself to English in her future career. She loved English so much that she wanted
more chances of using English. But in her opinion, choosing English major could
go the other way.

Since Greena chose her major, she had not changed her future career orientation.
As a matter of fact, she kept considering her career orientation and it became
more carefully considered. In the first semester, Greena had the initial thinking
that she would like to be an English teacher or a Chinese teacher teaching Chinese
as a second/foreign language to foreigners. In the second semester she kept
considering her future career. When the second semester was finished, she
determined to have English as her lifelong career. The following excerpt is taken
80

from the interview on Sept 25, 2010, after she finished her second semester.
Excerpt 17:

Greena: ... I want English to be part of my life, to be a career in my future, not

((pause)) [not necessarily English teacher]. I
can teach foreigner our Chinese, teach Chinese English.

Greena: So ((pause)) I repeat the same thing that Im so interested in English.

And I said I want, English, I will never, never give it up. If I,
if [no if] ((laughing)), I would decide that in the future I
choose English as my career, no matter teach Chinese English or
teach foreigners Chinese. If its related to English, its OK.

Greena: Yeah. During, in the first semester, I just liked it.[I just
liked it, without other thinking.]
Researcher: [You didnt think what job
English would bring you with?]

Greena: [I did consider that]

Researcher: Yeah. In the first interview you told me that you liked to have a
job related to English.
Greena: But, er, [It was not as
determinate as now. Now Ive already made such a decision.]
(Interview on Sept 25, 2010, original in English and Chinese)

This excerpt reveals that in the first university year, Greena experienced a mental
process from contemplating to deciding to have English as her lifelong career. In
the first semester, Greena was considering to have a job related to English, and
when the second semester was over, Greena decided to have English as her
lifelong career. Greenas constant interest in English led to her consistent career
81

expectation. With more consideration of her future career, Greena felt her
determination for getting a job related to English as her lifelong career was
strengthened.
In Greenas consideration process she came to know that to be a Chinese teacher
teaching foreigners demands qualification and she thought a postgraduate degree
could help gain qualification. So Greena changed her mind to pursue a
postgraduate degree. At the time when she entered the university, she only
planned to finish the undergraduate study. For one reason, she thought an
undergraduate degree was eligible for her future career; for another, her social
identity as a member of a poor family prevented her from going for further study
(Diary on April 12, 2010).
Greenas career expectation affected her study plan and drove her to decide to
pursue the postgraduate study. The following excerpt shows Greena aimed to have
a higher degree in order to have the qualification to teach foreigners.
Excerpt 18:

Researcher: Good. And your goal is?

Greena: My future. I said I want to be an English teacher. And, and I will try
my best to get a high, a higher [degree].
Researcher: ((Laughing)) Degree.
Greena: ((Laughing)) yeah, degree, to gain the ability, and, ((pause)), and
((pause)), [how to express qualification]
Ability and ((pause))
Researcher:
Greena: Teach the foreigner. [To
teach foreigners, I must have very high level.] (Interview on June
27, 2010, original in English and Chinese)
(Note: In the follow-up communication (on April 11, 2011), Greena pointed
out that she used a wrong expression for her future career expectation before
82

and she corrected an English teacher to be a Chinese teacher teaching

foreigners.)

In this excerpt, Greena made clear that to get a higher degree (a postgraduate
degree) was what she would aim for. The phrase try my best indicates that
Greena worked hard for a higher degree. In the first university year, with more
information about her future career, Greena realized a postgraduate degree and the
high level were vital qualifications for a qualified Chinese teacher teaching
foreigners. This realization changed Greenas original plan from completing a
bachelor degree to a postgraduate degree. Greenas consistent career expectation
impacted her study plan. In another word, Greenas identity continuity impacted
her study, including English learning.

That a learners identity and ones English learning can mutually impact each
other can be captured from data presented in previous paragraphs in this section.
Originally Greenas social identity as from a poor family made her give up the
plan to pursue the postgraduate study. However, her constant love for English
resulted in her unchanged future career direction. This continuity of identity
caused a new decision to have postgraduate study. Also her consistent future
career orientation led to her more investments in English learning, including the
great importance attached to CET4 and CET 6, and hard work for the two exams.
Greena talked about her attitude to CETs in an interview as follows.
Excerpt 19:
Greena: When you pass this exam ((she referred to CET4)), you will get
[that certificate].
Researcher: Certificate.
Greena: Yeah. I want to have one.

Greena: Yes. I think if I pass this exam in my Grade One, then next term I can
pay much attention on other things, the
83

[CET6]

((laughing)).
Researcher: When you are studying English, you just think of CETs?
Greena: No. This is, er, two necessary exams we must pass.
Researcher: what are you working for? I mean, for your final exams, CETs
or BEC, just for exams?
Greena: All of these things are not my goal, but the things are prepared for
my goal. I mean, to realize my goal, I must pass these things.
(Interview on June 27, 2010, original in English and Chinese)

Greena used an adjective necessary and the modal verb must to show the high
necessity of passing CETs. The success in passing the two exams could equip her
with certificates which Greena deemed as essential means for her future career.
She made this explicit by saying prepare for my goal and to realize my goal.
In a word, in order to have qualification to work as a Chinese teacher teaching
foreigners, Greena attached importance to CETs.

Apart from highly valuing tests, such as CETs, Greena also took actions to work
hard at English, even in the summer holiday. In Greenas opinion, working hard
for CETs and postgraduate study was necessary to become a Chinese teacher in
the end. Trying to overcome difficulties to work hard at English was the impact of
Greenas consistent future career orientation on English learning.

Additionally, Greenas determination to have English as her lifelong career gave

her a sense of duty to learn English well. After her first summer holiday at
university, Greena said:
Excerpt 20:
Greena: If I dont learn it well and choose it as my career, I think its
[a waste of time]. (Interview on September 25, 2010, original in
English, one Chinese expression used)

84

Then in her diary written after her summer holiday, she expressed the same idea,
as follows:
Diary Entry 2:
Now, as I have decided my career, well, anything that has relation with
English is OK. Teach Chinese English or teach foreigners Chinese, or even a
translator, its all OK. But I must be excellent in English so that Im more
attractive when I compete with others in the future. (Diary on Sept.25, 2010,
original in English)

The two excerpts above show that Greena considered learning English well as a
duty since she had decided to have English in her life. The modal verb must is
used in the diary entry to show the high necessity. The two excerpts above
indicate Greenas future career expectation impacted her English study.

Greena experienced identity continuity in career expectation because of her

unchanged passion for English. She ever emphasized it was because she loved
English that she wanted to be a teacher related to English, but not because she
wanted to be a teacher related to English that she loved English (Interview in the
pilot, March, 18, 2010). The identity continuity in career expectation not only
drove Greena to aim higher in study and make more investments in English
learning, but also gave Greena a sense of duty to learn English well.

In previous paragraphs in this section, Greenas identity continuity and the

impacts between the continuity and her English learning have been studied. It is
showed that in the first semester of her university study, Greena emotionally clung
to her former communities, and the emotional clinging to the former communities
negatively impacted her English learning. Throughout the first year of university
study, Greena held constant passion for English. This constant passion for English
contributed to her consistent future career direction. Greenas career direction in
turn positively impacted her English learning.
85

4.3.2 Pang
According to the indicators listed at the beginning of Section 4.3, Pang
experienced identity continuity in the first year of university study, in terms of
foreign language learner identity and future career expectation. Pangs English
learning was a factor causing his identity continuity, and Pangs identity
continuity impacted his English learning.

4.3.2.1 Constant Self-perception as a Poor English Learner and More

Investments in English Learning
All the time Pang thought he was very poor at English and was not interested in
English. This self-perception began in his middle school and lasted for the whole
high school study and the first year of university study. Quite often Pang
emphasized this idea both in the diaries and in interviews. The following excerpt
is about his poor English in the first semester of university study.
Excerpt 21:
Pang:

[When I was admitted to this university, my English achievement
was ranked the last in my class. At the end of the first semester, I
worked hard at it, which resulted in a bit progress. I was not ranked the
last. But the progress was not enough.] (Interview on May 17, 2010,
original in Chinese)

In this excerpt, Pang described how his English learning was in the first semester
in university. The use of was ranked the last explicitly shows Pangs poor
English. Although he got progress by working hard, the conjunction but
indicates that Pang still felt his English was poor. Pang saw the undesirable result
of the final English exam in the first semester as a symbol showing he was a poor
English learner.
86

In the second semester, Pang revealed the same perception: a poor English learner.
The following is a diary excerpt.
Diary Entry 3:
the dictation let me know that my level of English listening how bad. ... In
fact, my English is very bad. Not only hearing ((he meant listening)), the
other is poor as well. For example, I am afraid to speak English, some words
I can write but not speak. (Diary on April 8, 2010, original in English)

In this excerpt, Pang used not only the other is poor as well to express that his
English was rather poor in many aspects.

When Pang was interviewed at the end of his first summer holiday at university,
Pang still thought his English was poor.
Excerpt 22:

Researcher: [How many words have you

memorized?]
Pang:
[((Thinking)) about one thousand.]

Researcher: [Do
you think youve made enough effort in English learning? ]
Pang: [I dont think Ive done enough.]
Researcher: [Not enough. You should
work harder?]
Pang: [Yeah My English foundation is poor.]
(Interview on Sept 26, 2010, original in Chinese)

This interview shows Pangs self-perception as a poor English learner. The

expression of I think shows Pang was talking about his self perception. He
87

pointed out his poor English background by using English foundation is poor.
In his opinion, his poor English background was the reason why he did not think
he had made sufficient efforts for English learning.

Pangs self perception as a poor English learner was also reflected in his use of
Chinese as interview language. Pang explained to me that he was not confident of
using English in interviews because his oral English was too poor to be
understood. Pangs language choice in this study indicates Pangs poor English
learner identity.

Apart from positioning himself as a poor English learner, from the first semester
to the second semester of the first year in university, Pang always emphasized
that as an English learner, his diligence was not enough. Actually Pang spent
about one third of his total study time in learning English (Follow-up interview
on June 18, 2011). It seems that as a non-English major student, Pang
comparatively worked much harder than some other students in his class.
However, Pang always commented that his effort for English learning was not
enough. Meanwhile, Pang stressed that he had no interest in and no passion for
English (Interview on September 25, 2010).

Being a poor language learner, not diligent enough and not passionate to learn
English were Pangs self-perception for the whole year. His poor English
background, unsuccessful results of English examinations in high school, and his
slow progress in university study led to his persistent labeling himself as a poor
English learner. It shows that Pangs English learning in the university influenced
how Pang saw himself as an English learner. In turn, his continuous FL learner
identity impacted his English learning, both negatively and positively.

The negative impact of Pangs self-perception as a poor English learner was

reflected by his silence in English class. Since Pang was not confident in
88

answering the teachers questions correctly, he kept silent in English class.

Excerpt 23:
Researcher: [...You appeared
quiet in English class, right?] 5
Pang: [Yeah. I have been
always quiet in English class ((laughing)).]
Researcher: [Do you like English
class like this?]
Pang: [Yes.] (Interview on May 17, 2010, original in Chinese)

In this conversation, the use of adverb always indicates the high frequency of
his silence in English class. Pang explained the reason in the follow-up
communication that because he thought he did not know much about English, he
was afraid that he would be invited to answer questions if he was too active. His
self-perception as a poor English learner prevented Pang from acting actively in
English class.

Although Pang appeared quiet in his English classes, he attended the class
seriously and listened to the English teacher carefully (data from the teacher
interview on Sept. 27, 2010). Comparatively, Pangs poor English learner identity
made more positive impacts than negative impacts on his English learning.
Basically Pangs FL learner identity drove him to make more investments in
English learning. Because Pang desired to improve his poor English, Pang asked
the English subject leader for advice to learn English. Pang narrated this
experience in his diary as follows:
Diary Entry 4:
Two day ago, I asked my English class monitor ((the English subject leader))

5 Note: I observed Pangs English class and saw his silence in class, so I made such a claim in this interview conversation.

89

how to learn English. I think the advice is so good that I will do like it, I
hope will improve by this way even though how poor my English is, I
will never give up. (Diary on April 22, 2010, original in English)

In this excerpt, Pang introduced his experience about consulting the English
subject leader. Pang clearly pointed out that the purpose of consultation was to
improve (English). At last, Pang used never give up to show his determination.
For Pang, poor English became a motivation for his English learning.

The positive effect also lay in the time investments in his English learning. In the
first semester, when the final English exam was approaching, Pang worked very
hard. Before the final exam in the second semester, he spent one hour and a half
every day on English.
Excerpt 24:
Researcher: [I want to
ask, how much time you spent in reviewing your English?]
Pang: [I spent quite a lot.]
Researcher: [You
did. Why were you willing to spend so much time in reviewing
English?]
Pang:
[Because, I thought, English was my poorest
subject. I didnt want English to lag me behind in examination.]
(Interview on September 26, 2010, original in Chinese)

In this excerpt, Pang explained why he worked hard at reviewing English. In other
words, Pangs poor English was a factor that stimulated him to work very hard on
it.

Pangs continuous thought of himself as a poor English learner did not scare him
90

to give up English learning. On the contrary, Pang endeavored to catch up, by

working hard not only before the final exams but also throughout the whole year.
He consulted other students, tried to have study partners, did morning reading and
exercises, and practiced English listening comprehension.

Pangs constant efforts contributed to his gradual progress in English learning.

Pang felt he had made progress in the first semester because he could pass the
English final exam and was not ranked the last in his class. Pangs English result
in the second semester was 77 points, which he saw as better than that in the first
semester.

Pangs gradual progress, in turn, increased his confidence, interest, and motivation
in English learning. For instance, Pang was not confident in sitting for the
National English Contest in the first semester. But after he knew he made progress,
he was thinking about entering for it in the next year (data from diary on April 27,
2010). However, although his confidence, interest and motivation in English
learning were strengthened to some extent, Pang did not change his self
perception as a poor English learner.

In short, throughout the first year in university, Pang labelled himself as a poor
English learner due to his English background and learning history. Although his
consistent negative FL learner identity prevented him from voluntarily answering
the English teachers questions in class, most of time his FL learner identity
positively impacted his English learning: his poor English became a factor to push
him to invest much time and energy in English learning. Pang made gradual
progress in English learning but his self perception as a poor English learner did
not change much.

91

4.3.2.2 Consistent Future Career Expectation and Persistent Hard Work at

English
Pang expected to establish his own business and earn big money in the future
because he thought a business life would enable his family and him to live a
secured and wealthy life. In order to accumulate economic capital, Pang planned
to work in business companies for several years upon his graduation from the
university and then begin his own business. Pangs future career expectation
reflects his imagined identity and social status in the future. The following excerpt
demonstrates Pangs idea on his imagined career and life in the future.
Excerpt 25:
Pang:
[I want
to earn some money to improve their life ((referring to his
family)). For a long time, my family is not rich, so I want to
change this situation.]

Pang:

[I said before that I want to improve the financial

situation of my family, so I want to be a capitalist ((laughing)).]
Researcher: [A capitalist? Whats
your concept of a capitalist?]
Pang: [Such as
setting up my own company and factory, being a boss.]
(Interview on May, 17, 2010, original in Chinese)

In this excerpt, Pang clearly pointed out that he wanted to be a businessman in the
future, setting up his own business. Pang also explained why he had such a future
desire: to improve their life and to improve the financial situation.

Pangs desire to do business and to upgrade the financial status of his family was
92

influenced by his social identity as a person from a financially average farmer

family (data from interview on May, 17, 2010). This social identity became a
reason for Pangs ambition to have a business career and live a good life in the
future. This career expectation did not change throughout his first year in
university. Pangs major is International Economy and Trading, but his future
career orientation was not connected to English at all. Pang deliberately avoided a
career related to English because he thought he had a poor command of English.
This viewpoint is reflected by the following sentence:
Excerpt 26:
Pang: [Owing to
my poor English, I dont plan to have a career in this field ((referring
to English)).] (Interview on Sept 26, 2010, original in Chinese)

In this excerpt, Pang explained the reason why he was not going to take job
related to English. This interview was conducted after the first year of university
study and the summer holiday, when Pang still held the idea that his future career
would not relate to English. Throughout the first year in university, Pangs social
status and FL learner identity led to his future dream: a business career not related
to English.

Although there was no straightforward relation between Pangs English learning

and his future, English learning was a vital step for his ideal future. In Pangs
opinion, passing CET4 was required for his graduation from the university, and
graduation from the university was a necessary step toward a successful business
career. Accordingly, in order to pass CET4, Pang spent much time in learning
English. In other words, Pang hoped to upgrade his social status by investing in
his English learning. Pangs idea is showed in the following excerpt.
Excerpt 27:
Researcher: [ What made
you work so hard to study English?]
93

Pang:
((Thinking for several
seconds)) English, I think its necessary. For example, ((exams))
such as CET4 are those we have to take. So we need to]
Researcher: [Why do you think you
need to pass CET4? ...]
Pang: [Passing it is required for our
graduation.]
Researcher: [Can I say you feel
English is important?]
Pang:
[I say, it is
important because I need the diploma ((laughing)).]
Researcher:
[You desire to get the diploma, so
you need to pass CET4. In order to pass it, you have to learn
English. Right?]
Pang: [Yeah. Yeah.]
Researcher: [Is this the main
reason why you work so hard on English?]
Pang: [Yeah. Yeah] (Interview on September 26, 2010,
original in Chinese)

Pangs sentence of passing it is required for our graduation explicitly makes it

clear that he worked hard on English mainly for his university diploma. Pang
deemed that to graduate from the university, passing CET4 was required. The
expression have to reveals the high necessity. Pang wanted to graduate, but he
always thought that his English was poor, so he needed to work hard to pass CET4.
Pangs awareness of the essential role English plays for access to his imagined
future (graduating from the university, working in business companies and then
setting up his own business) as well as his conception of the big gap between the
94

level of English required to access his imagined future and his actual English level
positively impacted Pangs English learning. In a word, Pangs future career
expectation could stimulate his English learning.

In order to efficiently pass CET4, Pang proactively invited a partner to study

together. He wrote this in his diary as follows:
Diary Entry 5:
This evening, a classmate and I made an appointment that we read English
every morning so I will be more powerful to read English every morning
and more motivated to learn EnglishIn addition, we also made an
appointment that we should go to classroom or library to study when we
have time. In this way, we will study hard and our learning will be improved.
(Diary on May 23, 2010, original in English)

In this excerpt Pang described what he believed on building a partnership to study

English. Pang used more powerful and more motivated to show that learning
with a partner was more encouraging. Pang also expressed his thought that this
study mode would have positive effect on his English learning. In the later
internet communication, Pang explained that it was for efficient study to pass
CET4 that he invited his classmate to study together. Pangs behavior indicates
that Pang attached importance to CET4 and worked hard for it. In a word, this
excerpt reflects the positive impact of Pangs consistent future career expectation
on his English learning.

Owing to Pangs importance attached to CET4, he felt the sense of urgency in the
second semester, which drove Pang to make good use of time to study English in
the summer holiday. He only took English books back home in the holiday, during
which he finished all the assignments given by his English teacher. Moreover, he
memorized around one thousand English words for CET4.

95

Throughout the first year in university, Pang kept the same future career
expectation of doing business. This was impacted by his social identity as a
person from a not wealthy farmer family. Setting up his own business and
improving his familys financial situation was his imagined future life. Pangs
consistent future career expectation, imagined future life and consistent poor
English learner identity drove him to work hard in English learning. He invested
more time and energy in English learning and built beneficial social relationship
in the learning communities. In short, Pangs English learning outcomes and
learning history impacted his FL learner identity, and his FL learner identity and
future career expectation impacted his English learning. Pangs imagined identity
in the future career and future social status acted as a primary impetus for English
learning in university.

4.4 Conclusion
According to the indicators presented at the beginning of the third section of this
chapter, the two student participants identity continuity in the first year of
university study can be captured. But the participants identity continuity was
revealed in different ways.

Greena held on to her former identities. In the first semester in university she had
a strong emotional clinging to her former communities. This was the result of
Greenas emotional need, her attachment to culture of former communities as well
as her conception of the gap between her imagined and actual learning
communities. The emotional clinging to the past distracted Greena from carrying
out study plan intently. Besides, Greenas unchanged love for English led to her
consistent future career pursuit: having a career related to English. Due to her
consistent career pursuit, Greena persisted in investing her time and energy in
English learning, and developed her study plan, including the plan for English
learning.
96

Similar to Greena, Pang also held on to some former identities, including his
English learner identity and future career expectation. Throughout the first year in
university, Pang thought his English was very poor and he was not hard-working
enough. His self perception as a poor English learner was caused by his
unsuccessful English learning history since the middle school. Although this
perception made him silent in English class, it did not act as an obstruction to his
English learning. On the contrary, his FL learner identity promoted him to work
hard in English learning. Due to Pangs unsatisfactory English background, he
never considered pursuing a career related to English. His continuous social
identity as a son of a not wealthy farmer family was a strong factor that motivated
him to desire a business future career, and this future career expectation did not
change throughout the first year of his university study. His consistent future
career expectation and imagined future life stimulated him to study English hard.

Based on Greenas and Pangs data, the participants identity continuity in this
study was presented as holding on to the same career pursuit, emotional clinging
to the past and holding on to the same perception as an English learner. It seems
that how the participants were related to English, to a great degree, affected
whether they would involve English in their future careers. Greena loved English,
so she would likely choose a future career connected with English, whereas Pang
was not interested in English and not good at English, so he would likely avoid a
future career connected with English. Whether choose a career connected with
English or not does not always relate to the participants majors. Whether
participants chose a future career connected with English or not, they both worked
hard at English for their imagined identities in future careers and future social
status. This is because, in their opinion, English was important for them to get
access to their imagined future. Accordingly, the imagined social identities in the
future seem to be stimulus for the participants English learning.

97

Also based on the data, the learning communities played an important role on
participants identity construction. Greenas perception of the gap between her
imagined and actual learning communities contributed to her emotional clinging
to her former communities. Greena seemed to be more subject to the influence of
people around her. When she could not identify with the new communities which
she considered to be insufficiently rigorous academically, she appealed to her
former communities for identification. In a word, Greenas need for identification
caused emotional clinging to the past. This need would likely appear when she felt
unsatisfied with the new learning communities. On the other hand, for Pang, the
new communities did not seem to have the kind of impact on him as on Greena.
Pang did not appeal to his former communities for identification. Influenced by
his unsuccessful learning history, Pang displayed the same poor English learner
identity by his own practice such as being silent in English classes. It seems that
Pangs poor English learner identity was influenced relatively more by his
unsuccessful learning history than by the learning communities in the university.

98

CHAPTER 5
LEARNERS IDENTITY CHANGE: EVIDENCE,
FACTORS, AND MUTUAL IMPACTS BETWEEN
IDENTITY CHANGE AND ENGLISH LEARNING

5.1 Introduction
Chapter 4 focuses on how and why English learners identities continued in the
first year of university study. This chapter focuses on learners identity change.
Identity change can be understood as actively accepting/forming new identities or
changing the perceptions of oneself. Drawing on Gao, Li & Lis (2002) claim and
other researchers works on culture, the sense of belonging and social relations
(refer to the beginning of Section 4.3), I put forward the following indicators to
capture learners identity change:
1). having positive emotions towards new experiences in the new
context/culture;
2). having a sense of belonging to the new community;
3). changing the self-perception or other aspects mentioned by Gao, Li & Li
(2002).

Based on the indicators above, Greenas and Pangs identity change can be
captured. This chapter will present the evidence of learners identity change,
factors that caused identity change, and the mutual impacts between learners
identity change and their English learning in the first year.

5.2 Greena
Greenas identity change was reflected in her changed self-perception as an
English learner, growing sense of belonging to the learning communities in the
99

university, and changed perception of value on ranking in English.

5.2.1 Changed Self-perception as an English Language Learner and More

Investments in English Learning
Before entering the university, Greena saw herself as a successful English learner.
But after she entered the university, she changed her FL learner identity from an
excellent English learner to a learner having a lot to learn in the first semester in
the university, and further to a common English learner in the second semester.

After Greena entered the university, she changed her concept of being a student.
In high school, she thought the only thing a student should do was studying for the
College Entrance Examination. But when she was a university student, she
thought she should made good use of her free time to do things she preferred, such
as learning English (data from interview on March 18, 2010). This change of
perception allowed Greena to take more initiative to learn English. When Greena
was asked about the differences between English learning in high school and that
in university, she expressed her opinion as follows:
Excerpt 28:
Greena:
[In the past I learned English passively, but now I do it actively.
The learning out of my interest will help me learn English better.]
(Interview on March 18, 2010, original in Chinese)

In this excerpt, Greena used antonyms passively and actively to make a

comparison between her English learning in high school and that in university.
Her comment that learning actively produces a more desirable result demonstrates
the impact the change of her perception of being a student made on her English
learning. In other words, the change of Greenas perception of being a student
contributed to her active English learning.

100

Greenas active English learning, new English courses and new activities in
university widened Greenas horizon and provides more chances to expose herself
to English and contact new people. More chances and widened horizon made her
feel there was a lot she needed to learn. Greena conveyed this idea in an interview.
Excerpt 29:
Greena: [The more I learn, the less
I find I know.]
Researcher: = [The more you learn, you
find what you know=]
Greena: =[= the less]. Yes. I have, I still have much to know

[Sometimes if I want to learn English, I go to the library to

study. I feel good after I have learned something, but meanwhile I
would feel ah, there is still so much for me to learn, so I want to
know deeper.]
Researcher:
[This feeling is positive. Do
you deny yourself for the reason that you think you know very
little?]
Greena: [No, I wont deny myself. Instead, I would
work harder.] (Interview on March 18, 2010, original in Chinese)

In this excerpt, Greena used hav[ing] much to know to explicitly show her
perception as an English learner: having a lot to learn. Greena changed her
perception of being an FL learner. The expression work[ing] harder shows the
positive impact of Greenas changed perception on English learning: she made
more investments in English learning.

In high school Greena thought her English was excellent. But in the first semester
101

in university Greena changed her perception and realized there was a lot she
needed to learn. In the second semester Greena further changed her FL learner
identity. After she experienced an English speech contest, she realized her English
was not good enough. Greena described how she thought after the English contest
result was announced.
Diary Entry 6:
The result of the English speech competition came out, I was out. That was a
pity, a sort of, but I didnt lose heartMaybe Im an aggressive girl who
wants to be excellent in every subject. But the fact proved that Im not good
enough. Im just a common student like others. There is still large space for
me to improve. (Diary on May 17, 2010, original in English)

In this excerpt, the expression a pity indicates Greenas dissatisfaction with the
contest result. She perceived herself as aggressive (she meant ambitious) but
the result of the English speech contest gave her some clue of the distance
between her expectation and her real English level. As a result, she saw herself as
a common English leaner in the university, not good enough. In the text, the
use of large space stresses Greenas perception that her English level was rather
common.

The following excerpt also shows how Greena self-reflected after the English
speech contest.
Excerpt 30:
Greena: Now yes. Im not excellent enough. Im not good enough
((Laughing)).
Researcher: Now you know you are not good enough.
Greena: Yes. There are still many students better than me ((laughing)).
Researcher: Do you think of some solutions to this?
Greena: Maybe I spend less time than the student I think, I think I should
learn from them.
102

Researcher: In what way?

Greena: Er, pay more attention on English. I mean I have interest in English,
but actually I didnt, I didnt, I didnt spend enough time And I
just practice the exercise in the book but I didnt care my
pronunciation and competence. I took part in the speech
competition. But actually I stood here [there]. I suddenly find I
didnt have enough competence ((laughing)). (Interview on May
15, 2010, original in English)

In this excerpt Greena articulated in a straightforward manner how she saw herself
as an FL learner: not excellent enough, not good enough, and many learners
[were] better. The adverb now indicates the change. After Greena experienced
this English speech contest, she changed to see herself as a common English
learner. Besides, Greena tried to figure out the reasons: spending not enough time
on English learning and not paying enough attention to pronunciation and
practical competence.

Greenas self-perception as a common English learner made her think that enough
time investment and enough practice of English language competence were
crucial for her to make progress. From then on, Greena invested more time in
English learning, and paid more attention to English pronunciation and practical
English language competence. For example, Greena actively participated in the
English classes taught by a foreign teacher, because she thought that classes given
by English native speakers could be better for English language competence
training (data from diary on May 10, 2010).

The previous paragraphs show that in the whole year of English learning, Greena
changed her perception as an FL learner from a successful learner to an
average learner, and this change positively impacted her English learning. After
Greena started her study in the university, with more chances to expose to English
103

in ways she preferred, she widened her vision and horizon. The more she engaged
in her English study, the more she felt that she needed to learn more in English
study (Excerpt 29). Accordingly, Greena spent more time on English practice.
Besides, in order to improve her English practical competence, she actively took
part in English-related activities, such as the English speech contest. The contest
in turn changed her FL learner identity. After the contest, Greena came to feel her
English was not good enough, and she was a very common English learner in the
university (Diary entry 6 and Excerpt 30). Greena experienced tension when her
FL identity changed from a successful learner to an average learner. She
developed positive adjustments to the tension. Greena spent more time in learning
English and paid more attention to practical language competence, rather than
doing written exercises in the textbook. In this way, Greena negotiated her identity.
Greenas change of FL learner identity and her English learning mutually
impacted each other.

5.2.2 A Growing Sense of Belonging and English Learning Being Stimulated

From the second semester on, Greena developed a sense of belonging to her dorm,
her class and the university. But in the first semester, she did not have any sense of
belonging to these learning communities.
Excerpt 31:
Researcher:
[Did you feel the university could give you
the sense of belonging? How about your class, or other
associations you joined?]
Greena: No.
Researcher: ? [None?]
Greena: No. Because Im not the . [Because Im not a student
growing up in the Guangdong Province.] (Interview on March 18, 2010,
original in English and Chinese)

104

In this excerpt, Greena explicitly pointed out that the fact that she was not a
student growing up in Guangdong deprived her of the sense of belonging to the
learning communities in the university. This is one reason why Greena did not
have a sense of belonging to the learning communities in the university.

Another reason for Greenas lack of sense of belonging to the learning

communities in the university is her perception of her classmates indifferent
attitude to study and English learning in the first semester and her dissatisfaction
with it (Section 4.3.1.1). The dissatisfaction aggravated her emotional clinging to
her former communities, which constrained the growth of the sense of belonging
to the new communities.

But things changed in the second semester when Greena discovered all girls in her
dormitory and most girls in her class concentrated on study. With the discovery,
Greena gradually got closer to the fellow students and built up the sense of
belonging to her dorm, her class and the university. The following excerpt shows
Greenas growing sense of belonging to the learning communities in the
university in the second semester.
Excerpt 32:
Greena: Last semester, sometimes I would recall my high school life; and
sometimes I even wanted to go back.
Researcher: You want to go back to your high school?
Greena: Last semester. But now, if give one more chance to take the college
entrance exam, I will not.
Researcher: Will not, because?
Greena: Yeah. Because ((inaudible)).
Researcher: Can I say that more and more you have a stronger sense that you
are a person here?
Greena: ((Inaudible because of the noise outside the room)). (Interview on
June 27, 2010, original in English)
105

I communicated with Greena on internet to talk about the inaudible places.

Greenas words in the internet communication are as follows:
Excerpt 33:
Greena: After staying half of year here, I had a sense of belonging
gradually (Internet communication on Oct. 31, 2010, original in
English)

In this excerpt, Greena explained that the reason why she would not go back to
her high school to take the College Entrance exam was she developed a sense of
belonging to the university. Her answer to whether she had a stronger sense of
being a member on campus was positive. So Excerpt 32 and Excerpt 33 reveal
Greenas identity change through the growth of the sense of belonging to the
university.

There is another interview excerpt that also reveals Greenas sense of belonging to
the university.
Excerpt 34:
Greena: Im a member of this campus. But in last semester I didnt think so.
Researcher: Now you feel you are a member of this campus.
Greena: Yes.
Researcher: This means you have a sense of belonging? You feel you belong
to this campus?
Greena: Yes. (Interview on May 18, 2010, original in English)

In this dialogue excerpt, Greena explicitly showed her change: in the first
semester she did not have the sense of belonging to the university, but in the
second semester she felt she was a member of the university campus.

In the second semester, Greena not only felt she was a member to the university,
106

but also a member to her class and her dorm. The following interview excerpt
shows her sense of belonging to the university and her class.
Excerpt 35:
Researcher: Did you feel you belonged to the university, the class or any
other organization at the end of the second semester? =
Greena: = Yeah, yeah. I have this feeling.
Researcher: [the sense of belonging].
Greena: Because
Researcher: Your yes means belonging to the university or the class?
Greena: To the class.
Researcher: To the class. Not the university?
Greena: No, both of them. (Interview on Sept 25, 2010, original in English,
one Chinese expression used)

In the excerpt above, Greena expressed that she had a sense of belonging to
university and to her class. In addition, Greena felt that she belonged to her dorm,
which is showed in the following excerpt:
Excerpt 36:
Research: [Do you
begin to like your class? Do you have the sense of belonging?]
Greena: [Yeah,
especially I like my dormitory. Everyone has her own goal.]
(Internet communication on May 9, 2010, original in Chinese)

Greena not only expressed her sense of belonging to her dormitory, but indicated
the reason: everyone has her own goal. That every roommate was working for
her goal contributed to Greenas sense of the belonging to her dormitory. When
Greena was interviewed, she talked about her dormitory as follows:
Excerpt 37:

107

Greena: Yes. We know each other better. And I think, and I think, er,
[feeling like a family.]
Researcher: ? [The dorm?]
Greena: Yeah, [the feeling is much better]. But in last semester I
thought they were not hard-working. (Interview on May 18,
2010, original in English and Chinese)

Greena used feeling like a family to express her sense of belonging to the dorm.
The conjunction but indicates a turn of perception, followed by the reason why
Greena did not have the sense of belonging in the first semester: she thought they
were not hard-working. That fellow roommates were not hard-working made an
obstructive impact on the growth of Greenas sense of belonging to her dorm.

Both Excerpt 36 and Excerpt 37 indicate that after Greena found her fellow
roommates and classmates took study and English learning seriously in the second
semester, she began to have her sense of belonging to the learning communities in
the university. This suggests that fellow students diligence in and serious attitude
to study became a factor which contributed to the growth of Greenas sense of
belonging to the learning communities in the university.

It is likely that roommates and classmates diligence made Greena feel she was
studying in a community somewhat close to her imagined learning community.
This seems to be a key factor which promoted her sense of belonging to the
learning communities in the university. Moreover, her fellow students serious
attitude and diligence improved Greenas relationship with the fellow students.
Due to her classmates indifferent attitude to study, Greena felt she and her
roommates were in different categories in the first semester (data from interview
on March 18, 2010). However, in the second semester Greenas relationship with
roommates and classmates were improved. One reason is that she found her
roommates focused on study, and many girls in her class were working hard. How
108

Greena felt after she found her fellow students serious attitude is showed in the
following diary entry:
Diary Entry 7:
Im glad to find that, my roommates attitudes toward study are more serious
. I found they study harder than last semesterWe are just like
sisters in one family, we love and help each other (Diary on April 11,
2010, original in English, one Chinese expression used)

In the text above, Greena used two metaphors family and sisters to symbolize
her affection to her dorm and her roommates. Other expressions like love and
help were used to depict the harmonious relationship. Therefore, she used glad
to reveal her positive emotion to her dorm.

Greena found that a roommate worked much harder in English learning than she
did. This discovery made Greena realize she was not the only one interested in
English learning. This realization likely shortened the distance between the
roommates and her. The improved relationship was also likely to be a factor
which contributed to Greenas growth of sense of belonging.

In summary, Greenas relationship with fellow students was improved along the
first year in university study. Her fellow students more serious attitude to and
diligence in study in the second semester made Greena feel closer to her
schoolmates and the closer relation helped Greena build a sense of belonging to
the learning communities in the university.

According to the explanation above, the key factor that caused Greenas sense of
belonging to the learning communities in the university was fellow students
serious attitude to and diligence in study and English learning. Greenas discovery
of her roommates serious attitude and hard work shortened the distance between
her schoolmates and her and reduced the discrepancy between her imagined
109

learning community and the actual learning communities. The closer relationship
with schoolmates and the reduced discrepancy between her imagined and actual
learning communities helped the growth of the sense of belonging to the current
learning communities.

Greenas sense of belonging to her learning communities in the university made

impacts on her English learning, and her English learning in turn impacted her
sense of belonging. The mutual impacts will be showed in the following excerpt.
Excerpt 38:
Greena: [I mean my English is
ranked at the top in my class]. That I dont think that I have, er,
[I have not been studying hard]. So I
think I have the motivation or some competence to keep this
feeling. This feeling of course mean to study, and not wasting
time. [I mean, this feeling
will drive me to go on working hard]

Researcher: = [You
mean your English is ranked at the top of your class=]
Greena: =Yes. I think that Im a member of this class. I will not be ignored
by others. I think so.
Researcher: Oh, yeah, I see. This kind of feeling encourages and motivates
you to study hard, even harder to maintain this rank,
[the rank in your class]
Greena: Yes, to some extent. (Interview on Sept 25, 2010, original in Chinese
and English)

In this excerpt, by saying Im a member of this class, Greena made it clear that
she had a sense of belonging to her class. Also, Greena showed that her English
outcome affected her sense of belonging in the way that she had a sense of
110

belonging because she felt she was not ignored by other students when her
English was ranked at the top. In turn, the sense of belonging impacted her
English learning, since Greena saw it as motivation which drive[s] her to go
on working hard. The sense of belonging became a driving force for Greenas
English learning. So this excerpt shows the mutual impacts between Greenas
English learning and her sense of belonging to the current learning communities.
The English outcome strengthened Greenas sense of belonging, and the sense of
belonging drove Greena to work hard at English learning.

Greenas English learning was urged not only directly by her sense of belonging,
but also by the diligence of her classmates. The urge from the fellow classmates
happened at the same time when her sense of belonging to the current learning
communities was built.

Fellow students diligence encouraged Greenas English practice, making her

realize she needed to spend more time on English. Among the classmates one
roommate who worked hard at English learning made a particularly great impact
on her English learning. The following is one excerpt from Greenas diary:
Diary Entry 8:
I suddenly realized that she is right. I love English, but actually I didnt
spend enough time on learning English. But maybe I can learn from my
roommate, I mean, learn English everyday, never give up, no matter how
busy I am, I should save at least half a hour on English. (Diary on May 19,
2010, original in English)

In this excerpt, Greena pointed out that her roommate made her realize she did not
spend enough time on English learning. The use of learn[ing] from my
roommate shows that the roommate impacted her by setting a good example. In
this case, Greena was stimulated to invest more time in English learning.

111

The impact from this roommate was more than time reallocation. Following this
classmates, Greena realized that it is a good way to use computers and internet for
English learning (data from interview on May 18, 2010).

In summary, Greenas identity change is evidenced by her growing sense of

belonging to the learning communities in the university. Fellow students serious
attitude to study and English learning was a key factor that led to Greenas
growing sense of belonging to the learning communities in the university. On the
one hand, fellow students serious attitude to study helped Greena feel she was
studying in a learning community which was close to her imagined learning
community, and thus her sense of belonging was promoted. On the other hand,
fellow students serious attitude to and diligence in study contributed to her
improved relationship with fellow students, and this improved relationship helped
the growth of her sense of belonging. The mutual impacts between Greenas sense
of belonging and English learning were reflected in that on the one hand Greenas
roommates hard work in English learning contributed to the growth of Greenas
sense of belonging and Greenas English learning outcome strengthened her sense
of belonging; on the other hand, the sense of belonging functioned as an impetus
for Greenas English learning. It is showed that when Greena learned English in
the learning communities in the university, the learning communities played a role
on her identity construction and investments in English learning.

5.2.3 Changed Perception of Value on Ranking in English and Enhancement

of Practice in English Learning
Greenas identity change can also be captured by the change of her perception of
value on ranking in English examinations. She explained this change with a
critical (in her own words) experience in her English learning.

At the end of the second semester, Greena heard that some classmates cheated in
examinations of some subjects. Classmates cheating behavior greatly frustrated
112

Greena. Greena expressed this in her diary.

Diary Entry 9:
they said all of her roommates were cheating in the exam with their
mobile phones... Suddenly I was frustrated, thought that no matter how
hard I worked, I still cant compare with them. This is unfair, but what can I
do? What I did was all in vain! (Diary on July 11, 2010, original in English)

Greena used the word frustrated to express her upset feeling. The unfair
environment of her actual learning communities disappointed her, so she used no
matter how and in vain to express her sense of extreme disappointment. This
cheating incident greatly impacted Greenas original hope to be ranked the first in
English in her class. Greena narrated the impact in her diary as follows:
Diary Entry 10:
Now, I lost my heart... I dont think about the no.1 again because I cant
make it without a fair environment to compete! (Diary on July 11, 2010,
original in English)

The cheating incident caused Greena to [lose] heart, since Greena saw no hope
any more to achieve her ideal English learner identity. She used double negative
terms cant and without to emphasize that her ideal learner identity of getting
No.1 was put into despair.

This cheating incident frustrated Greena so much that she regarded it as a critical
experience in the sense that this experience changed her opinion on ranking in
English examinations. Greenas change can be seen in the following excerpt:
Diary Entry 11:
no longer worry that whether Im the No.1 or something that
aggressive Get the No1 is [ambitious], but comparing to others
is just a means to know what position I am. It doesnt mean any thing except
this. And marks are so uncertain, so the position is unreal, or it is
113

temporary. So I shouldnt care that much, this worth nothing. (Diary on

July 25, 2010, original in English, one Chinese expression used)

In this excerpt, Greena explicitly expressed the change by using no longer. She
used three adjectives uncertain, unreal and temporary to stress her idea that
ranking was not significant. Moreover, the use of worth nothing more directly
shows Greenas idea that marks and the position in her class have no significance.
Therefore, Greena used the modal verb shouldnt to express her awareness that
caring the ranking of English outcomes in her class was not an obligation, nor a
wise move.

The cheating incident caused a change of Greenas value on personal ranking in

the light of English examinations. Formerly she cared a lot about the top ranking
in her class (data from follow-up interview on April 19, 2011) and considered it as
a way to strengthen her sense of belonging to her class (Excerpt 38). After the
cheating, she stopped attaching the great value to the ranking based on exam
results.

The change of Greenas perception of ranking, as a result, positively impacted her

learning. She started to believe that she should care important things other than
ranking. This is shown as follows:
Diary Entry 12:
I should care about important things, and give up those foolish thoughts.
(Diary on July 25, 2010, original in English)

Greena explained that important things referred to enhancing her English

proficiency, while foolish thoughts referred to thinking too much of the marks and
ranking. Greena drew a comparison by using important things and foolish
thoughts to convey her thought that it was significant to enhance her English
proficiency rather than to care about the marks and position in her class.
114

With this mental instruction, Greena spent more time in preparing for CET4 and
practicing practical English skills. Although CET 4 evaluates examination takers
by scores, in her opinion, preparing for CET 4 and practicing practical English
skills such as English listening and speaking could improve her English
proficiency. Impacted by the change of her sense of ranking, Greena made up her
mind she should not care too much about the ranking in English, but she should
care about the actual English proficiency. Even though she was busy with her
part-time job in the summer holiday, she made good use of time to learn English
(Diary on July 25, 2010). In other words, Greenas change of perception of value
on ranking in English examinations positively impacted her English learning.

All in all, in the first year study in the university, Greena experienced identity
change, in perspectives of how to see herself as a foreign language learner, the
sense of belonging to current learning communities, as well as her perception of
value on ranking in English. Basically, these three aspects of Greenas identity
change were caused by her English learning and the identity change in turn played
a positive role on her English learning: urging Greena to work on English learning
harder than before.

5.3 Pang
Pangs identity change in the first year university study was reflected in Pangs
positive emotion towards the university English learner identity and the growth of
a sense of belonging to the learning communities in the university.

5.3.1 Positive Emotion towards the University English Learner Identity and
Inspiration for English Learning
In the first semester, Pang proactively approached his English teacher to ask for
suggestions on how to learn English well. Pang talked about this experience in an
115

interview as follows:
Excerpt 39:
Pang:
[This teacher, how to say, very
kind. Because my English was poor, I came to her and talked
with her. She was always encouraging me.]
Researcher: [You have proactively
talked to your teacher? Thats great.]
Pang: [Yes, I have.]
Researcher: power? [Did you feel
empowered after talking?]
Pang: [Somewhat.]
Researcher: [Were you
more interested in this subject and willing to spend more time on
it?]
Pang: [Yes. Yes.] (Interview on May, 17, 2010, original in
Chinese)

Pang explained why he approached the teacher and how his English learning was
impacted accordingly. Pang approached the English teacher for suggestions to
learn English well, because he thought his English was poor and he felt the need
to improve it. Pang commented on the teachers reaction as always encouraging.
This comment suggests that the English teachers encouragement positively
impacted Pangs English learning. He felt he gained a bit power and interest in
English learning.

That Pang proactively approached the English teacher indicates that he held
positive emotion towards English study at university and to the identity as a
university English learner. Based on the indicators listed in Section 5.1, I consider
Pang experienced identity change.
116

Pangs identity change, to some extent, contributed to the great importance Pang
attached to CET4. For Pang, the only reason to make CET 4 important was that
his graduation from the university must rely on passing the test (Excerpt 27 in
Section 4.3.2.2). Since Pang held positive attitude to the identity as a university
English learner and hoped for graduation from the university but he thought his
English was not good, he had a sense of urgency to learn English and made good
use of time to prepare for CET4 in the summer holiday (Excerpt 22 in Section
4.3.2.1) (CET4 is taken at the end of the third semester).

In summary, because of Pangs FL identity as a poor English learner, after Pang

entered the university he proactively approached the English teacher, which
implies that Pang held positive emotion towards the identity as a university
English learner. Pangs active acceptance of the university English learner identity
promoted him to attach importance to CET4 and work hard on it.

5.3.2 A Sense of Belonging and Extra Efforts for English Learning

Pangs sense of belonging to the learning communities in the university is a
second indicator of his identity change. The following is Pangs answer when he
was asked about his sense of belonging in an interview in the second semester.
Excerpt 40:
Pang:

[Since
last semester, shortly after entering this university, ((some
students)) suggested calling me Big Brother. I dont know
why, but later everyone addressed me in this way I gradually
got used to it, and on the whole I now act as an elder brother
((laughing)).]
Researcher:
117

[According to your words, you felt your class was a community

as early as in the first semester, right?]
Pang: [Yeah.] (Interview on May, 17, 2010, original in Chinese)

According to this excerpt since the beginning of the university life, Pang was
addressed Big Brother. This made him feel close to his classmates and gave him
a sense of duty to act like a big brother in his class. It is likely that Pangs close
relation with fellow students and his sense of duty contributed to the growth of his
sense of belonging to his class.

Another reason for Pangs sense of belonging was likely to be his leadership in his
class. The identity of being one of the leaders in class made him always consider
how to serve his class. When asked if he always missed his high school
schoolmates, Pang answered as follows:
Excerpt 41:
Pang:

[Not too much ((pause)).

Things are developing, and most of time I think of things in my class now,
attempting to do things well. So I dont think about other things.]
(Interview on May, 17, 2010, original in Chinese)

In this excerpt, Pang clearly claimed attempting to do things well for his class
was what he thought of in the second semester. Pangs sense of duty as a leader in
class may help the growth of the sense of belonging to his class.

In sum, Pangs sense of belonging to his class was mainly developed from his
good interpersonal relationship with his classmates and his sense of duty for his
class. These two factors are not related to English learning, but Pangs sense of
belonging positively impacted his English learning.

118

Studying in university, Pang realized that occasionally his classmates used

English in daily communication. In order to understand classmates words, he
took efforts to practice English listening so that he could understand what others
were talking about. In order to improve listening, Pang practiced English listening
by listening to short English articles and English songs, and watching English
movies. The following excerpt explains the motivation for Pangs efforts to
practice English listening and the ways he did it.
Excerpt 42:
Pang:
[Here students
occasionally used English for communication, saying a few
words in English occasionally. So I thought I needed to practice
because I wanted to understand.]

Researcher: [What did you listen to?]

Pang: [Short articles.]

Pang: [The short articles I downloaded.]

Researcher: [How about the
frequency? Could you keep listening every day? How long for
each time?]

Pang: [Four to five times. A week, four to

five times.]
Researcher: [Four to five times. How long for
each approximately?]
Pang: [One hour.] (Interview on September 26, 2010, original in
Chinese)

Pang began his English listening practice in order to understand classmates

119

English communication. The excerpt clearly shows that in order not to be

marginalized, Pang worked hard at English listening. In other words, Pangs
efforts for keeping a sense of belonging to the learning communities in the
university drove him to work hard at English learning.

In brief, Pang built up his sense of belonging to the learning communities mainly
because of his good relationship with fellow schoolmates and his sense of duty as
a student leader in his class. As early as in the first semester he felt he belonged to
the present communities. In order to sustain the membership of the communities,
Pang took extra efforts to practice English listening. In this sense, Pangs sense of
belonging to his present learning communities made a positive impact on Pangs
English language learning.

That Pang took efforts to practice English listening was affected by his sense of
belonging to his learning communities in the university. It can also be said that
Pangs efforts to practice English listening was affected by the learning
communities. In his actual learning communities, English was occasionally used
for communication. This aligns with Pangs imagined learning community where
simple English would be used in daily communication (data from follow-up
communication on June 18, 2011). This congruence between his imagined and
actual learning communities positively impacted Pangs English learning and
helped maintain his sense of belonging.

More than using English in daily life, Pang dreamed of having a learning
community in which the learning atmosphere was strong and students learned
English collectively. His imagined learning community was described as follows:
Excerpt 43:
Researcher:
[ In fact, in your opinion, what is the
ideal environment for English learning? ]
120

Pang: [It requires a kind of

atmosphere, a collective]. (Interview on June 27, 2010, original
in Chinese)

According to this excerpt, the verb requires means strong atmosphere was
necessary for Pangs imagined learning community. Collective indicates Pangs
desire for a collective for English learning.

In the follow-up communication, Pang described his imagined learning

community for English learning as follows:
Excerpt 44:
Pang:
[I say, all are
learning English, and there is strong learning atmosphere;
alternatively, there is a place particularly for English study which can
hold

many

people

who

go

to

learn

English.]

(Follow-up

communication on June 18, 2011, original in Chinese)

This excerpt also shows Pangs desire for a community with strong learning
atmosphere. His preference for a place holding many English learners reveals his
collective-oriented learning model.

In Pangs opinion, study partners would encourage each other and thus make
progress together. Guided by his preference for collective study, Pang twice
formed a study partnership with his classmates to study English. In the first
semester, he accepted a female classmates invitation to study English together:
doing reading in the morning and practicing listening in the evening. He thus
gained a little interest in English learning (data from interview on May, 17, 2010).
In the second semester, when he noticed a male classmate was working hard at
English study, he proactively invited the classmate to study English together
121

(Diary Entry 5). Pang preferred collective study model, and actually he could have
study partners in his actual learning communities. In other words, to some extent,
his actual learning communities aligned with his imagined learning community.
Therefore, his English learning was positively impacted.

However, meanwhile the learning communities also negatively impacted Pangs

English learning, due to the incongruence between his imagined learning
community and his actual learning communities. Pang dreamed of a learning
community with strong academic atmosphere (Excerpt 43 and Excerpt 44), but in
the whole year, Pang commented on the learning communities in the university as
[the learning atmosphere was not strong enough] (data from
interview on September 26, 2010) and
[In English learning, very few boys in my class study English
seriously] (data from interview on September 26, 2010). In a word, Pangs actual
learning communities did not comply with his imagined learning communities.
This incongruence, to some extent, made the learning communities in the
university less conductive to Pangs English learning, since he said that he lacked
a desirable environment which urged him to study English (Follow-up
communication on June 18, 2011). I interpret Pangs comment of lacking an
urging environment as the negative impact the learning communities made on his
English learning rather than an excuse. The reason is that in line with the previous
data, Pang held a positive and active attitude to English learning at university and
working hard at it. He did not appear to be lazy and seeking excuses for English
study.

The congruence and incongruence between Pangs imagined and actual learning
communities made impacts on his English learning, but no obvious evidence in
data apparently shows that the incongruence between Pangs imagined and actual
learning communities impacted his sense of belonging. No direct relation between
the incongruence of the learning communities and his sense of belonging suggests
122

that Pang regarded English learning as a small part of his university life, not
influential enough to affect his sense of belonging to the learning communities.
This may be caused by Pangs future career orientation: a career not related to
English. In Pangs opinion, English was a only means for his graduation, so
English learning was a subject to be passed in university, not related to his future
career.

In sum, Pang had sustained a sense of belonging to the learning communities in

the university since the first semester in university. The growth of the sense of
belonging was mainly caused by his good relationship with his fellow
schoolmates and his sense of duty as a leader for his class. The factors are not
related to his English learning, but his sense of belonging positively impacted his
English learning in the way that Pang invested extra time to practice English
listening. When the actual learning communities aligned with the imagined
learning community, Pangs English learning was promoted. When the actual and
imagined learning communities did not aligned with each other, Pangs English
learning was negatively impacted. The congruence between the actual and
imagined learning communities helped to maintain Pangs sense of belonging to
the learning communities in the university. But the incongruence between the
actual and imagined learning communities did not impact Pangs sense of
belonging. In a word, the learning communities in the university played a role on
Pangs English learning and identity construction.

5.4 Conclusion
This chapter has examined the two learners identity change and mutual impacts
between the identity change and English learning in the first year university study.
Data showed that both learners experienced identity change in the first year, and
their identity change indicates the impacts of the learning communities on their
identity construction and investments in English learning. Impacted by the
123

learning communities in the university, Greena changed her perception of value

on ranking in English. Due to the reduced discrepancy between her imagined and
actual learning communities and her closer relationship with fellow students, she
built up a sense of belonging to the learning communities in the university.
Similarly, Pang established his sense of belonging to the learning communities in
the university because of his good social relationship in the learning communities.
The congruence between Pangs imagined and actual learning communities
helped maintain his sense of belonging. In a word, learners identity change was
impacted by their learning communities.

The learning communities also impacted learners investments in their English

learning. The impacts of the learning communities on learners investments in
English learning were showed in the way that the communities that aligned more
with learners imagined communities may be more conducive to their learning.
For Greena, her fellow students serious attitude to and hard work in English
learning made her feel the actual learning communities aligned with her imagined
community. The alignment promoted her sense of belonging to the actual learning
communities and thus promoted her investments in English learning. For Pang,
English was used in daily communication and his study partnership made his
actual and imagined learning communities align with each other, to some extent.
This alignment drove Pang to increase his investments in English listening
practices. However, the weak atmosphere in the actual learning communities
made the distance between their actual and imagined learning communities. This
distance made their actual learning communities less conducive to their English
learning. In conclusion, it seems that when the learners learned English in the
learning communities, their actual learning communities and imagined learning
communities played important roles on their identity construction and English
learning.

124

Pangs imagined community of English learning (a collective, having study

partner) seems to have revealed his cultural perception of effective learning
collectivism. Pangs collective-oriented cultural perception may be influenced by
Chinese culture of learning. Chinese culture of learning is characterized as high
on collectivism (Jin & Cortazzi, 2006; Kennedy, 2002; Rao, 2006). This culture is
illustrated by large classes instruction in school, seeing learners as a group, and
teachers giving priority to whole-class needs and goals rather than to those of
individual learners (Jin & Cortazzi, 1998). That Pang desired for the collective
study model may be influenced by the traditional Chinese culture of learning in
which Pang grew up and was educated for years. It seems that Pangs English
learning in the learning communities might be affected by the social culture.

Both Greena and Pang experienced the growth of the sense of belonging to the
learning communities in the university, and their sense both positively impacted
their English learning. However, the factors that caused their sense were different.
Pang built up his sense of belonging to the learning communities early in the first
semester, due to the good relationship with fellow students and his sense of duty.
These factors did not relate to his English learning. Greena built her sense of
belonging to the learning communities in the second semester. Her fellow students
serious attitude to English learning was a key factor that caused the growth of the
sense of belonging. The growth of Greenas sense of belonging was closely
related to English learning and was greatly affected by whether the actual learning
communities and the imagined learning community were congruent with each
other or not. It seems that Greena related her university life closer with her
English learning than Pang did. This difference may be caused by different future
career aspirations. Greena expected to have a lifelong career related to English,
whereas Pang saw no connection between English and his future career. Different
career aspirations contributed to different attitudes to English learning in the
communities. Greena saw English learning as her lifelong interest while Pang saw
it as a subject in university study and a compulsory task for his graduation.
125

Therefore, they built different relations between English learning and university
life, and thus were subject to different impacts from the learning communities.

Greenas FL learner identity changed along the first year when she was engaged in
English learning in the university. The data showed that the change of her FL
learner identity from a successful English learner to a common English learner
was caused by outcomes of her English learning. The good results in high school
made Greena see herself as a successful learner, while the undesirable result in the
English speech contest made her consider herself as a common learner. The
common English learner identity inspired Greenas English learning. Therefore, it
is suggested that Greenas FL learner identity and English learning was mutually
impacted.

126

CHAPTER 6
DISCUSSIONS AND IMPLICATIONS

6.1 Introduction
Findings in Chapter 4 and Chapter 5 show that owing to learners emotional need,
social relations, social status, congruence and incongruence between actual
learning communities and imagined learning communities, and English learning
(including outcomes and attitude to English), learners experienced both identity
continuity and identity change in the first year university study, and the identity
construction positively and negatively impacted their English learning. Learners
English learning also impacted their identity construction. This chapter brings
together findings in Chapters 4 and 5 to address the three research questions of
this study.
1). Do university students display continuity and/or change of identities in
their first year English language learning in university? If any, how do
students display continuity and change of identities?
2). What are the factors causing learners identity continuity and change?
3). What are the mutual impacts between learners identity continuity and
change and their English language learning?

As mentioned in the conceptual framework, the concepts of Communities of

Practice (COP) (Lave & Wenger, 1991; Wenger, 1998), imagined communities
(Murphey, et al., 2005; Norton, 2001; Norton, 2010; Pavlenko and Norton, 2007)
and investment (Norton Peirce, 1995; Norton, 2010) are employed as the
theoretical basis for this study. Accordingly, COP, imagined communities and
investment will be adopted in this chapter to interpret findings presented in
Chapter 4 and Chapter 5.

127

Section 6.2 will address the question of how learners experienced identity
continuity and change in their first year university study. Section 6.3 will examine
the factors causing identity continuity and change. But those factors presented a
mutual relationship between the factors and the continuity and change of identity,
rather than a linear relationship. As part of discussion, Section 6.3 will focus on
the factors causing identity continuity and change. According to the findings, the
factors include English learning. How identity continuity and change affected
English learning will be discussed in Section 6.4.2. This way of discussion
appears to separate the mutual relationship into two sections, but this way of
discussion tightly responds to the layout of research questions. The discussion of
one research question is based on the discussion of the previous research question.

6.2 Learners Display of Identity Continuity and Change

According to COP, learners experience a socialization process in language
learning communities which provide learners with places to experience identity
construction (Wenger, 1998). Accordingly, learners identities are involved,
constructed and reconstructed through English language learning. In this study,
learners identity construction in the first year of university study is presented as
identity continuity and identity change. When the language learners learned
English throughout the first year in university, they constructed their identities as
foreign language learners, kept future career expectations unchanged and built the
sense of belonging to the learning communities in the university.

As reported in Chapter 4 and Chapter 5, Greena changed her FL learner identity

from an excellent English learner to a common English learner, while Pang
continued his FL learner identity as a poor English learner throughout the first
university year. From the sociocultural perspective, identity is fluid and changing,
but identity may keep stable in a certain time period. Greenas and Pangs FL
learner identity construction in the first year English learning in university is
128

consistent with this sociocultural perspective.

Learners identity continuity was also showed in terms of their consistent future
career expectations in the first year English learning in university. As discussed in
Section 4.3, the question of who one is can be addressed in a range of specific
aspects including ones career directions (Gao, Li & Li, 2002). Accordingly,
learners future career expectations are considered as one aspect of identity
construction. In the first year university study, Greena kept expecting a future
career related to English, while Pang kept expecting a business career not related
to English in his future. Both learners future career expectations remained
consistent throughout the first year in university.

Learners displayed identity change in the way of building up the sense of

belonging to the new learning communities. As discussed in Section 2.2.3,
identity is both being and becoming. Being gives individuals a sense of
belonging to a certain community. The sense of belonging to the former
community reflects individuals identity continuity, while the sense of belonging
to the new community reflects identity change. In order to become legitimate
members of the new community, individuals have to negotiate their identities
from time to time. According to findings in Chapter 5, Greena built the sense of
belonging to the learning communities in the university in the second semester,
while Pang had the sense of belonging to the learning communities in the
university early in the first semester.

In summary, learners displayed foreign language learner identity continuity and

change in the first year university study. They both displayed identity continuity in
future career expectations and identity change in building up the sense of
belonging to the learning communities in the university. In constructing the FL
learner identity, one learner displayed change in FL learner identity, while the
other displayed identity continuity. It indicates that the learners might display
129

continuity in one identity feature while display change in another identity feature.
It also indicates that although both learners are non-English major students in the
same university, their FL learner identities could be constructed in different ways.
One continued the FL learner identity throughout the first year, whereas the other
changed the self-perception of being a foreign language learner.

6.3 Factors Causing Learners Identity Continuity and Change

The factors that caused learners identity continuity and change are categorized
into two groups: one is concerning English learning, including English learning
outcomes, attitudes to English and learning communities; the other group is not
concerning English learning, including social status and social relations.

6.3.1

English

Learning

Outcomes

Causing

FL

Learner

Identity

Continuity/Change
Learners FL learner identity continuity/change was mainly caused by learners
English learning outcomes. Norton (2000) defines identity as how a person
understands his or her relationship to the world, how that relationship is
constructed across time and space (p.5). Following this definition, Greenas
and Pangs FL learner identity construction depends on how they understand the
relationship to their English learning. Greenas perception changed from a good
English learner to an average English learner when her English outcomes changed
from being ranked at the top of her class in high school to failing to get desirable
results in exams and in English activities in university (See Section 5.2.1). The
change of relationship between her and her English learning resulted in the change
of her self-perception as an FL learner. Similarly, Pang continuously positioned
himself as a poor English learner because he did not see a big change of the
relationship between himself and his English learning. Throughout the first year in
university, although Pang made minor progress, when compared with other
English learners, his English results kept being below the average of his class (See
130

Section 4.3.2.1). Therefore, Pang understood the relationship as a symbol showing

he was always poor at English. In brief, English learning outcomes can contribute
to identity continuity and identity change.

6.3.2 Unchanged Attitudes to English Causing Consistent Future Career

Expectations
Learners unchanged attitudes to English contributed to their consistent future
career expectations. Throughout the year, Greena loved English all the same and
regarded English as her friend (Excerpt 14). In contrast, Pang was not interested
in English and thought he was poor at English. For Pang, English was a tool for
graduation from university (See Section 4.3.2.1). Based on Nortons (2000)
definition of identity, the learners unchanged attitudes to English show that they
considered their relationship with English unchanged throughout the year.
Greenas stable perception of herself as an English enthusiast led to her consistent
future career expectation for a job related to English, whereas Pangs stable
perception as a poor English learner not interested in English contributed to his
consistent expectation of a future career not related to English. It seems that how
the learners saw themselves related to English affected their future career
expectations. As discussed in Section 4.4, it seems that whether the learners
desired careers connected with English was not necessarily subject to what majors
the learners studied in at university, but was much caused by how the learners
related themselves to English, i.e. the attitudes to English.

6.3.3 Social Status Causing Consistent Future Career Expectation

The learners consistent future career expectation could also be caused by his
social status. Pang was a son from a farmer family which was not wealthy. This
social status made him feel the urge to upgrade the social status of his family.
Doing business was a means to that end that he deemed workable. So throughout
the year Pang expected a business career in the future (See Section 4.3.2.2).
Greena also came from a farmer family which was not wealthy, but that Greenas
131

social status affected her career expectation was not obvious. In contrast, her
career expectation was mainly affected by her passion for English. In this sense,
the learners social status could be a factor that influenced his career expectation.

6.3.4 Congruence between Learners Imagined and Actual Learning

Communities Contributing to the Sense of Belonging
The growth of the sense of belonging to the learning communities in the
university reflects learners identity change. The growth of the sense is the result
of learners socialization in the learning communities. Learning in the
communities, learners build up social relations with other participants and move
from partial participation to full participation (Lave & Wenger, 1991). Through
engagement, imagination and alignment, learners gain the membership of the
learning communities (Wenger, 1998). Learning English in the learning
communities in the university, Pang and Greena underwent the process from
partial participation to full participation. In this process, they built the sense of
belonging to the learning communities in the university.

Learners imagined learning communities became a factor that hindered or

promoted the growth of their sense of belonging to the learning communities in
the university. According to Wenger (1998), imagination allows learners to
transcend engagement to create their desired worlds and place them in the desired
worlds. Greena expected the university, her class and dormitory to be
communities with strong learning atmosphere, but she found a distance between
the actual and imagined learning communities (See Section 4.3.1.1). This
incongruence, to some extent, prevented her from feeling belonging to the actual
learning communities in the first semester. In the second semester, fellow students
serious attitudes to English learning drew Greenas actual learning communities
closer to her imagined learning community. The congruence promoted her sense
of belonging to the learning communities in the university. Pang found out some
congruence between his imagined and actual learning communities when he saw
132

English was used in communitys daily communication and when he could find
study partners. This congruence helped Pang maintain his sense of belonging to
his learning communities in the university. This finding reflects what Murphey, et
al. (2005) claim that learners identities and imagined communities are coconstructed. The congruence between learners imagined and actual learning
communities contributes to the sense of belonging.

6.3.5 Social Relations Contributing to the Growth of the Sense of Belonging

Learners social relations also helped build the sense of belonging to the learning
communities. Shortly after entering the university Pang built good relations with
fellow schoolmates, and the good relations contributed to the growth of a sense of
belonging to his class and the university (See Section 5.3.2). In the second
semester Greenas discovery of her fellow schoolmates serious attitude to and
diligence in English learning improved her relations with the fellow schoolmates,
and the improved social relations promoted the growth of the sense of belonging
to the learning communities. Therefore, learners good social relations could
facilitate to build up their social capital.

In brief, this section interprets the factors causing learners identity continuity and
change in their first year English learning and university study. It is significant to
find out the factors that lead to learners identity continuity and change in that the
factors should be encouraged if the identity construction caused by the factors
positively impacts English learning. Otherwise, the factors should be prevented or
avoided if the identity construction caused makes negative impacts on English
learning.

133

6.4 Mutual Impacts between Identity Continuity and Change and

English Learning
6.4.1 English Learning Impacting Identity Continuity and Change
According to Section 6.3, the learners identity continuity and change were caused
by their English learning and factors not related to English learning. That learners
identity continuity and change were caused by learners English learning can be
understood as learners English learning impacting their identity continuity and
change. According to Section 6.3, the learners English learning outcomes,
attitudes to English and the learning communities made impacts on their identity
continuity and change.

In addition to the discussion in Section 6.3 that learners sense of belonging to the
learning communities could be promoted to grow and to be maintained, Greenas
case shows that the sense of belonging to the learning communities in the
university was strengthened after she got a desirable result in English examination
(See Section 5.2.2). As discussed in the theoretical framework in Section 2.5, the
good return on investment (Norton Peirce, 1995, p.17) leads to social position
upgrading or impacts how one sees oneself. In the case of the sense of belonging,
the desirable English learning outcome strengthened Greenas sense that she had a
position in the learning communities in the university. In a word, learners English
learning contributed to the growth, maintenance and strengthening of the sense of
belonging to the learning communities in the university.

6.4.2 Identity Continuity and Change Impacting English Learning

6.4.2.1 FL Learner Identity Continuity/Change promoting English Learning
Learners social positions and social history including academic positions and
learning history affected learners investments in English learning. Greenas
academic position as a common English learner made her realize the bigger
distance between her present English proficiency and her imagined future identity
134

as a Chinese teacher teaching foreigners for which good English would be

necessary for communication. The change of Greenas FL learner identity from a
good FL learner to a common FL learner made her invest more time in English
leaning (See Section 5.2.1). Pangs continuous FL learner identity as a poor
English learner drove Pang to make more investments in his English learning
because his poor FL learner identity made him well aware of the need to shorten
the distance between his present English competence and his imagined future
social identity as a businessman. In short, whether the learner changed FL learner
identity or continued the same FL learner identity in the first year, both learners
identity construction made positive impacts on English learning.

6.4.2.2 Continuous Imagined Identities in the Future Promoting English

Learning
Learners future career expectations are what learners imagined for their future
careers. The imagined future careers project imagined identities in future careers
and future social status. In this study, the learners continuous imagined identities
and social status in the future promoted investments in English learning. This
finding supports the claim that when learners want to become members of a
community, they invest energy and time into learning. In this sense, learners
imagined communities and imagined identities can be inspiration of learners
investments in learning.

Greenas imagined identity in her future career became a strong inspiration of her
constant investments in English learning even when she felt marginalized in the
learning communities in the university in the first semester. Greena felt
marginalized before she built a sense of belonging to the learning communities.
Some researchers find that language learners marginality causes non-participation
(e.g. Norton, 2001), but Greenas experience was a different story. Despite her
sense of marginality, Greena did not stop participating in English learning in her
actual learning communities. Greenas constantly invested in English learning due
135

to her passion for English and her imagined future. Greenas imagined identity in
her future career as a Chinese teacher teaching foreigners drove her to increase
time and energy investments in English learning rather than choosing withdrawal
after she felt marginalized and realized she was an average English learner in the
university. Besides, Grenas imagined identity in the future made her upgrade her
education plan from finishing undergraduate study to finishing postgraduate study
(Excerpt 18). It is concluded that a learners imagined identity in the future career
might be a driving force for the learners language learning.

That imagined identity in the future drives a language learner to invest in English
learning is also salient in Pangs case. Pangs social identity as a son from a
financially mediocre family made him feel impelled to enhance the economic
status of his family by doing business (See Section 4.3.2.2). Although this future
career appeared to be unrelated to English, passing all compulsory English
examinations in university study was requested for his graduation from university;
his graduation from university was considered by Pang as a prerequisite for the
beginning of his business life. In other words, English study was a necessary step
for his imagined future. As Norton Peirce (1995) argues, investing in English
language learning, the learner hopes for acquir[ing] a wider range of symbolic
and material resources and thus the value of cultural capital will be increased
(Norton Peirce, 1995, p.17). Regardless of his little interest in English, weak
motivation to study English and little confidence in learning English, Pang
insisted on working hard at English study throughout the first year in university.
By making great investments in English learning, Pang expected to improve his
social status in the future. In other words, the learners imagined identity in future
social status can inspire the learner to work hard at language learning.

In sum, learners desires to learn English and commitments in English learning are
enormously stimulated by their imagined identities in future careers and future
social status. Learners imagined identities in the future became the strong reason
136

for investments in language learning.

6.4.2.3 The Sense of Belonging Promoting English Learning

The impacts of learners sense of belonging to the learning communities are
reflected in the way that the sense of belonging facilitated learners full
participation in English learning in the learning communities. In order to maintain
the feeling as a member of the learning communities in the university, Pang
worked hard at English listening in order to be competent in understanding and
participating in the daily communication within the communities he was engaging
in. The membership of a community of practice can be understood as an identity
as a form of competence, know[ing] how to engage with others and
understand[ing] why they do what they do (Wenger, 1998, p.152). Pangs sense
of belonging stimulated him to work hard so as to maintain the competence and
enabled him to gain legitimacy. Peripherality and legitimacy are necessary for
new comers to gain full participation in the communities (Lave & Wenger, 1991;
Wenger, 1998). With a view to gaining access to sources for understanding
(Lave & Wenger, 1991, p.37) and being treated as a legitimate member, Pang
endeavored to overcome stumbling caused by his poor English. With the
opportunities allowed by legitimacy, Pang underwent gradually fuller participation.
For instance, Pang proactively approached his English teacher, persisted in
practicing English listening, and inviting classmates to form study partnership
(See Section 5.3.1 and Section 5.3.2). Similarly, Greenas sense of belonging to
the learning communities in the university promoted her full participation in
English learning in the learning communities. She participated in more Englishrelated activities (See Section 5.2.1).

In conclusion, learners identity continuity and change and their English learning
mutually impacted each other. Learners English learning could cause their
identity continuity and change; identity continuity and change positively impacted

137

English learning. It is salient that learners imagined identities in future careers

and future social status made noticeable impacts on English learning. The
imagined identities in future careers and future social status could inspire English
learning. It is also salient that learners imagined learning communities and
imagined identities played remarkable roles in English learning. The congruence
between learners actual and imagined learning communities facilitated learners
sense of belonging and thus promoted full participation in the learning
communities and investments in English learning. The sense of belonging to the
actual learning communities also promoted learners participation in learning. It
seems that how language learners are stimulated to invest in their language
learning may rely on how they see or imagine themselves in present or future
communities. This seems to support Pavlenko and Nortons (2007) argument that
language learners memberships in actual communities and imagined communities
affect their learning trajectories, influencing investment in English learning.

Drawing on the theory of communities of practice (COP), and the concepts of

imagined communities, imagined identities and investment, the previous sections
in this chapter interpret findings to address the research questions. These findings
indicate the close interrelations between learners identity construction and
English learning. Next section will focus on implications based on these findings.

6.5 Implications
First, the findings of this study indicate that learners identities are involved and
constructed in English language learning. They constructed their identities as FL
learners and as students. They imagined their learning communities. The findings
show that whether the actual communities and identities are congruent with
imagined communities and identities impacts learners English learning.
Accordingly, it is important to understand students needs and imagined worlds so
as to develop appropriate curricular tailored for students with different language
138

foundations and expectations. It is recommended that educators including teachers,

administrators, curriculum designers and policy makers should make students
voices heard. Identity is historically and socially formed, so educators should take
students diverse backgrounds and multiple identities into consideration when
choosing English pedagogy and curriculum development. Ways of communication
need to be explored to ensure that students voices can be heard. For example,
teachers need to create more chances to communicate with students, in class and
after class. It is desirable to periodically conduct surveys to understand what
students think. Student buddies can also be arranged to understand first-year
students opinions (the buddy scheme will be elaborated in the fourth point of
implications). Information from different sources needs to be combined to find out
students past, present ideas and imagined worlds and to be taken into
consideration when English courses and activities are designed. It is challenging
to design English courses and activities which are in line with all students
expectations, since students imagined communities and identities are diversified
and changing. Therefore, it is desirable that teachers should always keep an eye on
students responses to the English courses and activities, consider the responses
and periodically modify the English courses and activities in order to generate
popular and inspiring courses and activities. This practice requires supportive
educational policy, university management and curriculum design.

Second, the finding that learners were discouraged by the weak academic
atmosphere in the learning communities in the university implies that an
environment with strong academic atmosphere is critical for language learners.
This is especially understandable in an EFL context. The importance of an
academic context is echoed by Krause & Coatess (2008) claim that learning also
depends on institutions and staff generating conditions that stimulate and
encourage student involvement (p.493). Educators need to commit to building
strong academic environments on campus, especially creating contexts for English
practices. An academic environment for English learning can be achieved by
139

setting up various English associations to produce a large number of Englishrelated activities including competitions, such as English speech contest, English
writing contest, and the like. It is desirable to encourage students to communicate
in English in daily life. Setting up English corners 6 may be helpful to encourage
students to talk in English. Apart from directly facilitating students English
learning, the setting up of a strong academic environment possibly allow English
learners to find access to their imagined communities. In a word, educators ought
to create as many opportunities as possible for English learners to draw on their
own multiple identities and ultimately invest in English learning.

Third, the findings also show that learners imagined identities in future careers
and future social status became key impetus to study English. It is likely that
career counselling in university may ignite students imagined identities in future
careers and help students plan future careers. Accordingly, it is desirable to offer
career counselling to students including those in early stage such as in the first
year of university study. It is suggested that different departments periodically
hold lectures about career prospect and career planning of those majors offered in
their own departments. Departments are also suggested to establish career
counselling sections which serve students who seek advice for future careers. The
purpose of career counselling is to provide guidance to help students choose and
plan future careers. Part of university students fail to have clear visions of future
careers, so they need guidance to choose future careers. According to the findings
of this study, the learners imagined identities in future careers inspired their
English learning. With the guidance of career counselling, students may have
clearer visions which give students stronger motivation to graduate from the
university and develop future. English is necessary for students graduation, so
students may be promoted to increase investments in English learning. In other
words, career counselling may facilitate students future career planning early and
6

English corner is an occasion which English enthusiasts organize spontaneously to express themselves

freely in English (Yong & Campbell, 1995)

140

take the greatest advantage of future imagination to promote students English

learning. It should be noted that this implication stresses the inspiring role of
learners future career expectations on English learning. It is not a problem which
major a student is in, whether he/she chooses a future career related to English or
not, or whether he/she is good or poor at English.

Fourth, the involvement of students social relations, emotion and sense of

belonging to the learning communities implies that there is something beyond the
academic outcomes which impacts English learning. Educators need to pay
attention to non-academic factors. The first-year undergraduate students nonacademic experiences such as social relations, emotional demands and the sense
of belonging to the new learning communities deserve due attention for the reason
that they go through transition from secondary schooling to tertiary education, and
the transition affects and challenges first-year students personal, social and
academic lives (Kantanis, 2000). Institutions ought to provide guidance and
support to facilitate students transition. In this case, Buddy Scheme can help.
Buddy scheme involves groups of older students in schools whose job is to
befriend and help those students new to the school to settle in (PHISA Team,
2003). Buddies can support new comers in emotional need for friends and social
relations. Buddy Scheme is supposed to facilitate the growth of new students
sense of belonging to the new learning communities in the university and this
sense facilitates students full participation in English learning. Nowadays Buddy
Scheme is carried out in many universities in western countries. It is good to try it
in Chinese universities to pair up or group up new comers with senior students.

Overall, the implications based on the findings of this research mainly focus on
how to construct a more supportive community for the first year university
students to learn English. The implications range from academic aspects to nonacademic aspects and cover pedagogy design and environment building.

141

6.6 Limitations
The first limitation has to do with the short time span of the study. This study lasts
only six months. It would have been more desirable if the time span of tracking
learners identity construction and English learning had been longitudinal so that
more rich data can be collected and the informants can be revisited from time to
time. But, to some extent, data collected in a period of six months may be able to
show a picture of how learners identities were constructed in those six months.
Furthermore, in order to collect data concerning learners identity construction in
a longer time phase, a retrospective way was adopted to track informants identity
construction before this study was conducted, i.e., learners identity construction
before studying at university and in the first semester of university study.

The second limitation is concerned with the retrospective way adopted to track
learners identities and English learning before the second semester of university
study. This method may lead to loss of some valuable data or mixed positioning
of themselves before the university and in the university. However, some
measures were taken to reduce weak points caused by recollection and to enhance
the trustworthiness. For example, prompt questions were designed to drive
participants to recall their experiences in high school and in the first semester in
university from different angles. Data participants provided at different time were
used to cross-check one another. Besides, three data sources including student
interviews, student weekly diaries and the teacher interview were used for data
triangulation.

6.7 Conclusion and Contributions

This qualitative case study is conducted in the EFL context of China where
research on the relations between English learning and identity is insufficient.
Furthermore, the study of first-year undergraduate non-English major students
English learning from the sociocultural perspective is much less sufficient. In
142

order to fill the gap, this study is carried on for six months and finds out that the
first year in university study is a critical period for students in academic study
(including English learning) as well as in other campus activities. In this period,
learners experience socialization and identity construction. The identity
construction greatly impacts students English learning. Therefore, academic
advice and advice on non-academic factors such as emotional need, social
relations and the sense of belonging to a new learning community are demanded
to support the first year undergraduate students.

This study is uniquely significant in that this study investigates first-year nonEnglish major students English learning in a Chinese university. It is known that
there are big differences between English majors and non-English majors. For
many non-English major students, English is one compulsory subject, not
necessarily an essential tool that will be needed in future careers or lives, but
English is regarded as important for getting a university degree and good
academic background which are crucial for future. These differences and the
importance of English make it worthwhile to pay attention to non-English major
students English learning. On the other hand, this study concerns about the firstyear undergraduates who undergo a time of identity reconstruction as a university
student. Owing to the two focuses, this study attracts attention to the English
study of non-English major students in the first year of university study and sheds
light on how first-year non-English major students learn English and how they
construct and reconstruct identities in English learning in a Chinese university.
This study also helps educators understand the concepts of communities of
practice and investments in the EFL context in China. Knowing what learners
need and what the learning communities can provide enables institutions and
educators to choose helpful pedagogies and establish desirable learning
communities for English learning.

143

APPENDICES

Appendix I: Diary Prompt Questions Used in the Pilot Study

The following questions are used to guide your diary writing:
1. What English activities did you participate in today (or in this week)? What
were your feelings? Why did you have that/ those feeling(s)?
2. What positive and/or negative experiences did you have today (or in this week)?
What did you learn from them?
3. When either happened, what were your feelings about English learning? What
did you do for English learning?
4. What are the areas that you still want to improve in for your English learning?
Why? What are you planning to do?

144

Appendix II: Diary Prompt Questions Used in the Main Study

The following questions are used to guide your diary writing in the main study

1. What English activities did you participate in today (or in this week)? What
were your feelings? Why did you have that/ those feeling(s)? How did you think
of yourself (your sense of who you are) in the activity or activities?
2. What positive and negative experience(s) did you have today (or in this week)?
How did you think of yourself (your sense of who you are) in experience(s)?
What did you learn from them?
3. When you were experiencing the positive or negative experiences, what were
your feelings about English learning? What did you do for English learning?
4. When you reacted to the English activities and/or the positive and negative
experiences you had today (or on a particular day in this week), did you think of
your past experiences? Why? Can you specify?
5. What is the area/are the areas that you still want to improve in for your English
learning? Why? Is this area/Are these areas related to your future career or your
future expectation? In what way? What are you planning to do?

145

Appendix III: Student Interview Prompt Questions Used in the

Pilot Study (March, 2010)
The following questions are asked to elicit data on the participants family and
community identities:
1. Please describe your family, including the social status.
2. What is your role in your family?
3. What is the family expectation on you?
4. What do you want to do for your family, now and in the future?
5. What kind of person do you want to be in the future?
6. What is your familys attitude towards English learning?
7. Please describe the community background.
8. Please describe the culture of your family and of the community. How do they
impact you?

The following questions are asked to elicit data on the participants school
identities and English learning in the first semester of the first year university
study:
1. Please describe your high school life, and the relations between you and your
teachers and schoolmates.
2. How did you like your high school life?
3. How did you understand the concept of being a student in high school? What
did you think a student should do?
4. How did you think of your teachers and schoolmates in high school?
5. Whom would you turn to for help when you were in difficulties?
6. What leader role(s) or participant role(s) did you ever play in your class or any
organization in your high school? How did you like them?
7. How do you think of your English learning in high school? Were you interested
in it? Were your study methods effective?
8. How do you think of your English class and English teacher(s) in high school?
146

9. What were your best and worst English learning experiences in high school?
What were your feelings for them?
10. How do you think of your competence and English proficiency in high school?
11. What were you expecting before you came to the university?

The following questions are asked to elicit data on the participants school
identities and English learning in the first semester of the first year university
study:
1. Why did/do you study English? Were/Are you interested in it? What was/is
your goal and plan for English learning?
2. What English education modes (e.g. teaching methods, class designs,
assignments, extra-curricular, etc.) did/do you like or not like? Why or why not?
3. How did you understand the concept of being a student in university? What did
you think a university student should do?
4. Whom would you turn to for help when you were in difficulties?
5. Did you often think of your high school and schoolmates? Why or why not?
Under what circumstance did you do/not do so?
6. How did you think of the university culture?
7. Did you feel you belonged to the university and/or the class and/or any other
communities?
8. Did you like the university life and English learning at the beginning of the first
semester? Why or why not?
9. Did you like the university life and English learning at the end of the first
semester? Why or why not?
10. Why did you choose the major? What role does English play on your major
and your future job?
11. What was your relation with your teacher and classmates? What impacts do
you think this relation had on your English study?
12. What was your role in your class (e.g. class leader) in the first semester? What
impacts do you think this identity had on your English study?
147

13. Were you a member of any organization on campus? What impacts do you
think this identity had on your English study?
14. Did you take part in any English activities on campus? Were they helpful?
15. How did you think of your English class and feel the English learning
environment in this university?
16. What are the opportunities and constraints in English learning in this
university?
17. Have you changed your ways of language learning since coming to the
university? What made you do so?
18. Under what circumstances did you feel good/bad about English learning?
19. When you had positive emotions towards English learning, what did you think
of yourself (e.g. competence, English proficiency, etc.)
20. Compared your English proficiency in the first semester of university with
that in your high school, did you think you got any progress? What do you think
contributed to your progress if any?

148

Appendix IV: Student Interview Prompt Questions Used in the

Main Study (May, 2010)
The following questions are asked to elicit data on the participants family and
community identities:
1. Please describe your family, including the social status.
2. How do you see your role in your family?
3. What is the family expectation on you?
4. How do you comment on the relation between you and your family? Has it
changed after you entered university?
5. What do you want to do for your family, now and in the future?
6. What kind of person do you want to be in the future?
7. What is your familys attitude towards English learning?
8. What is/are the feature/features of the place your family is living?
9. Please describe the culture of your family and of the place your family is living
in. How do they impact you?

The following questions are asked to arouse the participants pre-university

memories and elicit data on his high school English learning identities:
1. Please describe your high school life, and the relations between you and your
teachers and schoolmates.
2. How did you like your high school life? How did you think of your teachers
and schoolmates in high school?
3. What did you think a student should do?
4. Whom would you turn to for help when you were in difficulties?
5. What leader role(s) or participant role(s) did you ever play in your class or any
organization in your high school? How did you like them?
6. How did you think of your English learning in high school? Were you
interested in it? Were your study methods effective?
7. How did you think of your English class and English teacher(s) in high school?
149

8. What were your best and worst English learning experiences in high school?
What were your feelings for them? Could they affect your sense of yourself?
9. What student did you think you were when you were in high school (in terms of
academic achievements, English proficiency, competence, social relations)? Did
your perception affect your English study?
10. What did you expect before you came to the university?

The following questions are asked to elicit data on the participants school
identities and English learning in the first semester of the first year university
study:
1. What did you think a university student should do?
2. What new experiences did you have in the first semester? How did you respond
to them?
3. Whom would you turn to for help when you were in difficulties?
4. Did you often think of your high school life and schoolmates? Why or why not?
Under what circumstance did you think of your high school life and schoolmates?
What were the episodes you often recollected?
5. How did you think of the university culture? What impact(s) did it have on you
and your study?
6. Whats the difference between high school and university? How did you
respond to the differences and the new experiences?
7. Did you feel you belonged to the university and/or the class and/or any other
communities?
8. Did you like the university life and English learning at the beginning of the first
semester? Why or why not?
9. Did you like the university life and English learning at the end of the first
semester? Why or why not?
10. Why did you choose the major? What role does English play on your major
and your future job?
11. Why did you study English? Were you interested in it? What were your goal
150

and plan for English learning?

12. What did you think of your English class? What English class did you expect?
13. What were your relations with your teacher and classmates? What impacts did
this relation have on your English study?
14. What was your role in your class (e.g. class leader) in the first semester? What
impact(s) did this identity had on your English study?
15. Were you a member of any organization on campus? Why did you join them?
What impacts do you think this identity have on your English study?
16. Did you take part in any English activities on campus? Were they helpful?
17. How did you think of your English class and feel the English learning
environment in this university?
18. What are the opportunities and constraints in English learning in this
university?
19. Have you changed your ways/goal(s) of language learning since coming to the
university? What made you do so?
20. Under what circumstances did you feel good/bad about English learning?
What did you think of yourself (e.g. competence, English proficiency, etc.)?
21. When you had positive/negative experiences in English learning, what did you
think of yourself (e.g. competence, English proficiency, etc.)?
22. Compare your English proficiency in the first semester of university with that
in the high school, did you think you got any progress? What did you think
contributed to your progress if any?
23. Compare your competence, personality, value and communicative style in the
first semester with those in high school.

151

Appendix V: Student Interview Prompt Questions Used in the

Main Study (May and June, 2010)
After participants backgrounds, identities and English learning before the second
semester of university study are elicited, interviews in the main study (May and
June, 2010) focus on following questions to track participants school
engagements, English learning and identity construction in different phases in the
second semester of university study.
1. Talk about your English learning in these weeks (attitudes, practices and
outcomes).
2. Talk about new experiences you had in these weeks.
3. Talk about the experiences in these weeks which impacted you (including
impacting how you see yourself and see the relations with persons around you).
4. Talk about your relations with your teachers and your schoolmates.
5. Talk about the moments you thought of your high school life and the first
semester of the university study.
6. Talk about the English learning practices in these weeks that could impact your
perception of yourself.
7. Do you think you have changed since you entered the university? When and in
what way? What made the change?

152

Appendix VI: Student Interview Prompt Questions Used in the

Main Study (September, 2010)
This set of prompt questions is designed to elicit participants English learning in
the summer holiday and their reflections on the second semester and the first
university year.

The following questions are asked to elicit participants English learning in the
summer holiday:
1. What did you mainly do in the summer holiday?
2. Did you have a plan for English study in the holiday? Why or why not?
3. What were English-related activities that you did in the holiday?
4. Did you have any experiences in the holiday that impress you deeply? Please
specify.
5. Did you see your high school schoolmates in the holiday? Did they give you the
same feelings as before?

The following questions are asked to elicit participants reflections on their final
English examination results in the second semester, reflections on their second
semester, and reflections on the whole first year in university:
6. Hows your final English examination? How do you think of the exam result?
7. How hard did you prepare for your English exam?
8. Do you think this result can clearly show your English study and English
proficiency in the second semester?
9. Do you think you made progress in English in the second semester? What were
the reasons?
10. Do you think you worked hard at English in the second semester? What were
the reasons?
11. Compare your English (study) in the first semester and in the second semester,
do you think you made progress in proficiency and attitude? Why or why not?
153

12. After one year study in university, is your attitude to English (study) different
from before (e.g. more interested)? Why or why not?
13. After one year study in university, do you have different goals for English
study? Why or why not?
14. What does English mean to you now? What role(s) do you think English will
play in your future life and future career?
15. Were the English class designs and the English teachers teaching methods the
same throughout the year? Did you like the English class the same throughout the
year? Why or why not?
16. What were your relations with your English teacher and your classmates at the
end of the second semester?
17. Did you like the university life at the end of the second semester? How do you
think of the learning community of your university and your class at the end of the
second semester?
18. Did you feel you belonged to the university/the class/any other organization at
the end of the second semester?
19. How do you comment on the relation between you and your family at the end
of the second semester?

154

Appendix VII: Teacher Interview Prompt Questions Used in the

Main Study (September)
The following prompt questions try to elicit the English teachers observations
and comments on the participant students in the whole first year including
participants final English examination results and English proficiency in each
semester, attitudes to English study, reactions in English classes and to extracurriculum English activities, and the teacher-student relations.
1. What were participant students final English examination results in each
semester in the first university year? How was their English proficiency in each
semester?
2. What were participant students attitudes to English study (e.g. interest in
English, working hard at English study) in each semester? Could you please show
some examples? Did you perceive any changes in students attitudes to and
behaviors in English learning in the first year?
3. Could you please describe your English classes (in the way of class designs,
teaching modes, class management, students co-operations, etc.)?
4. What activities in English classes do you think participant students were
interested in? Could you please show some examples?
5. What activities in English classes do you think participant students resisted to
take part in? Could you please show some examples?
6. How did participant students respond actively or resist to the English teaching?
Could you please show some examples?
7. In what way did participant students respond to your questions raised in English
classes? In what way did they behave when they succeed in answering questions
or fail to answer questions? Could you please show some examples?
8. How did you describe the relations between you and the participant students?
Did you often contact participant students after class?
9. How did you observe participant students activities after class? How did they
respond to the extra-curriculum English activities? Please show some examples if
155

there

is

156

any.

Appendix VIII: Conventions of Transcription

Symbol

Meaning

equal signs,

indicating no gap between

one at the end of a line and

the two lines

one at the beginning of next line

(( ))

containing authors descriptions

double parentheses

rather than transcriptions

[]

brackets after the Chinese expressions

157

indicating the English translation

REFERENCES
Ackroyd, S., & Hughes, J. A. (1992). Data collection in context (2nd ed.). London:
Longman.
Addis, D. R., & Tippett, L. J. (2008). The contributions of autobiographical
memory to the content and continuity of identity: a social-cognitive
neuroscience approach. In F. Sani (Ed.), Self continuity: individual and
collective perspectives (pp. 71-86). New York: Psychology Press.
Alvesson, M., & Deetz, S. (2000). Doing critical management research. London:
SAGE.
Atkinson, P., & Silverman, D. (1997). Kundera's immortality: The interview
society and the invention of the self. Qualitative Inquiry, 3(3), 304-325.
Bakhtin, M. M. (1986). The problem of speech genres (V. W. McGee, Trans.). In
C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp.
60102). Austin: University of Texas Press.
Baumeister, R. F. (1986). Public self and private self. New York: Springer.
Bluck, S., & Alea, N. (2008). Remembering being me: the self continuity function
of autobiographical memory in younger and older adults. In F. Sani (Ed.),
Self continuity: individual and collective perspectives (pp. 55-70). New
York: Psychology Press.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: an
introduction to theory and methods (Fifth ed.). Boston: Pearson.
Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science
Information, 16(6), 645-668.
Boxer, D., & Corts-Conde, F. (2000). Identity and ideology: Culture and
pragmatics in content-based ESL. In J. K. Hall & L. S. Verplaetse (Eds.),
Second and foreign language learning through classroom interaction (pp.
203-220). Mahwah, N.J.: Lawrence Erlbaum Associates, Inc.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.
Qualitative Research in Psychology, 3(2), 77-101.
Breakwell, G. M. (1986). Coping with threatened identities. London: Methuen.
Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge, Cambridgeshire:
Cambridge University Press.
Burgess, R. G. (1994). On diaries and diary keeping. In N. Bennett, R. Glatter &
R. Levacic (Eds.), Improving educational management through research
and consultancy (pp. 300-311). London: Paul Champman Pub.
Canagarajah, A. S. (1993). Critical ethnography of a Sri Lankan classroom:
Ambiguities in student opposition to reproduction through ESOL. TESOL
Quarterly, 27( 4), 601-626.
Casal, S. (2007). The social dimension of identity and self-esteem in the foreign
language classroom. In F. Rubio (Ed.), Self-esteem and foreign language
learning (pp. 91-104). Newcastle, UK: Cambridge Scholars Pub.
Chapelle, C. A., & Duff, P. A. (2003). Some Guidelines for Conducting
158

Quantitative and Qualitative Research in TESOL. TESOL Quarterly, 37(1),

157178.
Clothey, R. (2005). Chinas policies for minority nationalities in higher education:
Negotiating national values and ethnic identities. Comparative Education
Review, 49(3), 389-409.
Davis, K. A. (1995). Qualitative theory and methods in applied linguistic research.
TESOL Quarterly, 29(3), 427-453.
Day, E. M. (2002). Identity and the young English language learner. Buffalo:
Multilingual Matters Ltd.
Dolby, N., & Cornbleth, C. (2001). Social identities in transnational times.
Discourse: Studies in the Cultural Politics of Education, 22(3), 293-296.
Drnyei, Z. (2005). The psychology of the language learner: individual
differences in second language acquisition. Mahwah, N.J.: L. Erlbaum
Associates.
Drnyei, Z. (2009). The L2 motivational self system. In Z. Drnyei & E. Ushioda
(Eds.), Motivation, language identity and the L2 self (pp. 8-42). Bristol,
UK: Multilingual Matters.
Duff, P. A. (2007). Qualitative approaches to classroom research with English
language learners. In J. Cummins & C. Davison (Eds.), International
handbook of English language teaching (pp. 973-986). New York:
Springer.
Duff, P. A. (2008). Case study research in applied linguistics. New York:
Lawrence Erlbaum Associates.
Erikson, E. H. (1968). Identity, youth, and crisis. New York: Norton.
Fairclough, N. (1992). Discourse and social change. Cambridge, U.K.: Polity
Press.
Fairclough, N. (2003). Analyzing discourse: textual analysis for social research.
London: Routledge.
Fetterman, D. M. (1998). Ethnography: step by step (2nd ed.). Thousand Oaks,
Calif.: Sage.
Foucault, M. (1984). The order of discourse [Lordre du discours, 1971]. In M. J.
Shapiro (Ed.), Language and politics (pp. 108-138). New York: New York
Press.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An
introduction (8th ed.). Boston: Pearson.
Gao, Y. H. (2007). Legitimacy of foreign language learning and identity research:
Structuralist and constructivist perspectives. Intercultural Communication
Studies, 16(1), 100-112.
Gao, Y. H., Cheng, Y., Yuan, Z., & Yan, Z. (2005). Self-identity changes and
English learning among Chinese undergraduates. World Englishes, 24(1),
39-51.
Gao, Y. H., Li, Y. X., & Li, W. N. (2002). EFL learning and self-identity
construction: Three cases of Chinese college English majors. Asian
Journal of English Language Teaching, 12, 95-119.
159

Gao, Y. H., Zhao, Y., Cheng, Y., & Zhao, Y. (2007). Relationship between English
learning motivation types and self-identity changes among Chinese
students. Tesol Quarterly, 41(1), 133-155.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In
Z. Drnyei & R. Schmidt (Eds.), Motivation and second language
acquisition (pp. 1-20). Honolulu, HI: University of Hawaii Press.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second
language learning. Rowley Mass.: Newbury House.
Gee, J. P. (2004). Situated language and learning: a critique of traditional
schooling. New York: Routledge.
Gee, J. P. (2005). An introduction to discourse analysis: theory and method (2nd
ed.). New York: Routledge.
Gu, M. (2007). The discursive construction of English language learners'
motivation in China: A multi-level perspective. Doctor of Philosophy, The
University of Hong Kong, Hong Kong.
Gu, M. (2008). Identity construction and investment transformation. Journal of
Asian Pacific Communication, 18(1), 49-70.
Hall, J. K. (1993). The role of oral practices in the accomplishment of our
everyday lives: The sociocultural dimension of interaction with
implications for the learning of another language. Applied Linguistics,
14(2), 145-166.
Hall, J. K. (1995). (Re) creating our worlds with words: A sociohistorical
perspective of face-to-face interaction. Applied Linguistics, 16(2), 206-232.
Heap, J. L. (1992). Seeing snubs: An introduction to sequential analysis of
classroom interaction. Journal of Classroom Interaction, 27(2), 23-28.
Hirst, E. (2007). Identity construction in complex second language classrooms.
International Journal of Educational Research, 46(3-4), 159-171.
Holliday, A. (1999). Small cultures. Applied Linguistics, 20(2), 237-260.
Jackson, J. (2008). Language, identity, and study abroad: sociocultural
perspective. London: Equinox Pub.
Jin, L., & Cortazzi, M. (1998). Dimensions of dialogue: Large classes in China.
International Journal of Educational Research, 29(8), 739-761.
Jin, L., & Cortazzi, M. (2006). Changing practices in Chinese cultures of learning.
Language, Culture and Curriculum, 19(1), 5-20.
Kanno, Y., & Norton, B. (2003). Imagined communities and educational
possibilities: Introduction. Journal of Language, Identity, and Education,
2(4), 241-249.
Kantanis, T. (2000). The role of social transition in students' adjustment to the
first-year of university. Journal of Institutional Research, 9(1), 100-110.
Kennedy, P. (2002). Learning cultures and learning styles: myth-understandings
about adult (Hong Kong) Chinese learners. International Journal of
Lifelong Education, 21(5), 430-445.
King, N., & Horrocks, C. (2010). Interviews in qualitative research. Los Angeles:
SAGE.
160

Kinginger, C. (2004). Alice doesn't live here anymore: Foreign language learning
and identity reconstruction. In A. Pavlenko & A. Blackledge (Eds.),
Negotiation of identities in multilingual contexts (pp. 219-242). Buffalo:
Multilingual Matters.
Krause, K.-L., & Coates, H. (2008). Students engagement in first-year university.
Assessment & Evaluation in Higher Education, 33(5), p.493-505.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language
acquisition research. New York, NY: Longman.
Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral
participation. Cambridge, England: Cambridge University Press.
Li, Y. (2010). Da yi xin sheng da xue ying yu jiao xue gai ge de ji dian si kao.
Science & Technology Information (30), 592.
Luk, J. C. M., & Lin, A. M. Y. (2007). Classroom interactions as cross-cultural
encounters: native speakers in EFL lessons. London: Lawrence Erlbaum
Associates.
Luke, A. (2003). Literacy and the other: A sociological approach to literacy
research and policy in multilingual societies. Reading Research Quarterly
38(1), 132-141.
Mann, S. (2010). A critical review of qualitative interviews in applied linguistics.
Applied Linguistics, 32(1), 6-24.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9),
954-969.
Markus, H., & Ruvolo, A. (1989). Possible selves: Personalized representations of
goals. In L. A. Pervin (Ed.), Goal concepts in personality and social
psychology (pp. 211-241). Hillsdale, NJ: Lawrence Erlbaum Associates,
Inc.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second
language learning: A metaanalysis of studies conducted by Gardner and
associates. Language Learning, 53(1), 123-163.
McAdams, D. P. (2001). The psychology of life stories (Special issue:
Autobiographical memory). Review of General Psychology 5(2), 100-122.
Merriam, S. B. (1988). Case study research in education: A qualitative approach.
San Francisco: Jossey-Bass.
Merriam, S. B. (1998). Qualitative research and case study applications in
education (2 ed.). San Francisco, Calif.: Jossey-Bass Publishers.
Murphey, T., Jin, C., & Li-Chi, C. (2005). Learners' constructions of identities and
imagined communities. In P. Benson & D. Nunan (Eds.), Learners' stories:
difference and diversity in language learning (pp. 83-100). Cambridge:
Cambridge University Press.
Norton, B. (2000). Identity and language learning: gender, ethnicity and
educational change. Harlow, England: Longman.
Norton, B. (2001). Non-participation, imagined communities, and the language
classroom. In M. P. Breen (Ed.), Learner contributions to language
learning: New directions in research (pp. 159- 171). Harlow, UK: Pearson
161

Education.
Norton, B. (2010). Language and Identity. In N. H. Hornberger & S. L. McKay
(Eds.), Sociolinguistics and language education (pp. 349-369). Bristol:
Multilingual Matters.
Norton Peirce, B. (1995). Social identity, investment, and language learning.
TESOL Quarterly, 29(1), 9-31.
Norton Peirce, B., Harper, H., & Burnaby, B. (1993). Workplace ESL at Levi
Strauss: "Dropouts" speak out. TESL Canada Journal, 10(2), 9-30.
O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks:
orchestrating thinking practices in group discussion. In D. Hicks (Ed.),
Discourse, learning, and schooling (pp. 63-103). Cambridge, England:
Cambridge University Press.
Park, K. (2009). Korean immigrant women and the renegotiation of identity: class,
gender, and the politics of identity. El Paso [Tex.]: LFB Scholarly Pub.
Patton, M. Q. (1990). Qualitative evaluation methods (2nd ed.). Thousand Oaks,
Calif: Sage.
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis.
Health Services Research, 34(5,Pt 2), 11891208.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.).
Thousand Oaks, Calif.: Sage Publications.
Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English
language learning. In J. Cummins & C. Davison (Eds.), International
handbook of English language teaching. New York: Springer.
Pennycook, A. (2001). Critical applied linguistics: a critical introduction.
Mahwah, N.J.: L. Erlbaum.
Phan, L. H. (2008). Teaching English as an international language: identity,
resistance and negotiation. Buffalo, NY: Multilingual Matters.
PHISA Team. (2003). Thinking about... Buddy schemes and friendship stops. In
Hull Education Centre (Ed.).
Rallis, S. F., & Rossman, G. B. (2009). Ethics and trustworthiness. In J. Heigham
& R. A. Croker (Eds.), Qualitative research in applied linguistics: a
practical introduction (pp. 263-287). New York: Palgrave Macmillan.
Rampton, B. (1995). Politics and change in research in applied linguistics.
Applied Linguistics, 16(2), 233-256.
Rao, Z. (2006). Understanding Chinese students' use of language learning
strategies from cultural and educational perspectives. Journal of
Multilingual and Multicultural Development, 27(6), 491-508.
Rapley, T. (2004). Interviews. In C. Seale, G. Gobo, J. F. Gubrium & D.
Silverman (Eds.), Qualitative research practice. London: SAGE.
Renshaw, P., & Brown, R. A. J. (1997). Learning partnerships: The role of
teachers in a community of learners. In L. Logan & J. Sachs (Eds.),
Meeting the challenges of primary schooling (pp. 201-212). New York:
Routledge.
Schacter, D. L., Addis, D. R., & Buckner, R. L. (2007). Remembering the past to
162

imagine the future: the prospective brain. Nature Reviews Neuroscience, 8,

657-661.
Schein, E. H. (1992). Organizational culture and leadership (2nd ed.). San
Francisco, Calif.: Jossey-Bass.
Shi, X., & Li, L. (2010). Guan jian qi da xue sheng ying yu zi zhu xue xi neng li
pei yang. Knowledge World (Teacher Version),(10), 22-23.
Silverman, D. (2001). Interpreting qualitative data: methods for analysing talk,
text, and interaction (2nd ed.). London: Sage.
Starks, H., & Trinidad, S. B. (2007). Choose your method: a comparison of
phenomenology, discourse analysis, and grounded theory. Qualitative
Health Research, 17(10), 1372-1380.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: techniques and
procedures for developing grounded theory (2nd ed.). Thousand Oaks:
Sage Publications.
Talma, S. (2010). The interview as collaborative achievement: interaction, identity,
and ideology in a speech event. Applied Linguistics, 32(1), 25-42.
Toohey, K. (2000). Learning English at school: identity, social relations and
classroom practice. Clevedon: Multilingual Matters.
Trueba, H. T., & Zou, Y. (1994). Power in education: The case of Miao university
students and its significance for American culture. Washington, DC:
Falmer Press
Tsang, E. W. K. (1998). Inside story: Mind your identity when conducting cross
national research. Oganization Studies, 19(3), 511-515.
Tulving, E. (1985). Memory and consciousness. Canadian Psychologist, 26(1), 112.
Wang, K. (2010). Cong gao zhong ying yu xiang da xue ying yu shun li guo du de
ji dian si kao. China Eucational Technology & Equipment,(36), 79-80.
Weedon, C. (1987). Feminist practice and poststructuralist theory. Oxford, UK:
Blackwell.
Weedon, C. (1997). Feminist practice & poststructuralist theory (2nd ed.).
Cambridge, MA: Blackwell Publishers.
Welch, C., & Piekkari, R. (2006). Crossing language boundaries: Qualitative
interviewing in international business. Management International Review,
46(4), 417-437.
Wenger, E. (1998). Communities of practice: learning, meaning, and identity.
Cambridge, U.K.: Cambridge University Press.
Wragg, E. C. (1994). Conducting and analysing interviews. In N. Bennett, R.
Glatter & R. Levaci (Eds.), Improving educational management through
research and consultancy. London: Paul Champman Pub.
Yamamori, T. (2005). A non-essentialist approach to identity: Sen and
cultural/post-colonial theories. Paper presented at the Workshop on
Capabilities and Identity, Cambridge.
Yang, H., & Weir, C. (1998). Validation study of the national college English test.
Shanghai: Shanghai Foreign Language Education Press.
163

Yin, R. K. (2009). Case study research: design and methods (4th ed.). Thousand
Oaks, Calif. : Sage Publications.
Yong, Z., & Campbell, K. P. (1995). English in China. World Englishes, 14(3),
377-390.

164