Abstract
ABSTRACTThis study employs an open-ended questionnaire survey and online semi-structured interviews to explore English name adoption, use, and attitudes of tertiary students in China. The findings show that more than half of the students report having an English name and nearly half of the students choose their own English names. Students mainly use their English names in classrooms with the presence of foreign teachers. In addition, none of them believe that English names will affect their Chinese identity, reflecting ‘Chinese learning for ti (essence), Western learning for yong (utility)’, a deep-rooted sinocentric view in China's foreign language education.
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