English medium instruction (EMI) can become pantomime in the context of higher education, and such non-participation can be shaped and explained by learners' refusing to invest in the English learning practices while performing their learner/speaker/user identities. Taking a Bourdieusian stance on this issue, the study discusses techno-reflective narrative interviews (TRNI) as a retrospective framing tool for investigating L2 learners' English investment by showcasing a tertiary TRNI exemplar and examining the extent to which TRNIs help to (1) investigate how students negotiate and perform multiple and constantly contradictory linguistic, cultural, and role identities; (2) provide a reflective account of students' critical genre and literacy awareness while finishing various tasks; and (3) empower the students by amplifying their voices and positioning and unfold their struggle with ideological notions of English ownership.