ERIC Number: EJ1443145
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2149-1135
Imagined Identities and Investment in English-as-a-Foreign-Language Learning by Saudi Students in Technical Training Contexts
Eurasian Journal of Applied Linguistics, v10 n2 p32-46 2024
Language learners have multiple and changing identities associated with unequal power relations; their direct identity and language learning involves imagination-created identities in communities not immediately accessible or tangible. Imagined identities drive learners' investment in meaningful learning practices. This quantitative study addresses a research gap by examining Saudi students' imagined identities and investment in English-as-a-foreign-language (EFL) learning during technical training. Data from an imagined-identity questionnaire completed by 98 participants were analyzed using arithmetic averages and standard deviations to determine how learners' imagined identities serve their language-learning investment. Results show that learners' imagined identities throughout EFL learning during technical training were positive and served their language-learning investment. Learners wanted to extend their identities, assert their right to speak, and practice learner agency, which is significant to their commitment to learning EFL. Further qualitative investigation is required to understand the interrelated nature of EFL learners' imagined identities and language-learning investment.
Descriptors: Self Concept, English (Second Language), Second Language Learning, Second Language Instruction, Language Attitudes, Foreign Countries, Student Attitudes, Self Actualization, Outcomes of Education, Personal Autonomy, Social Capital, Females, Imagination, Cultural Capital, College Students, Technical Education
Eurasian Journal of Applied Linguistics. Canakkale Onsekiz Mart University, Anafartalar Campus Faculty of Education Department of Foreign Language Education, Canakkale 07100, Turkey. e-mail: editor@ejal.info; Website: https://ejal.info/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A