Asian students' construction of their multiple identities in real-life and online contexts

Abstract

This study investigates how four Asian students' investment in English learning is connected to the negotiation of their multiple identities not only in real-life contexts (high education institution) but also in cyber contexts. Observations, interviews, questionnaires, and e-mail correspondence were employed to look at how these students create 'interactional opportunities' to access 'linguistic resources' in a variety of contexts. The results of the study reveal that the students constantly negotiate their subject positions to maximize 'interactional opportunities' in their academic disciplines where they serve as graduate assistants or research assistants. However, the students often feel marginalized because of their non-nativeness such as foreign accent or appearance. Therefore, to empower their marginalized subject positions, the students utilize cyber space to gain equal access to 'linguistic resources' and to develop cultural-specific knowledge and discourse in the target society. Implications for connection between English as Second Language (ESL) students' investment in language learning and their academic success will follow.