How EFL Students Learn English: From the Perspective of Identity Continuity and Identity Change

Abstract

Existing research on learner identity had paid limited attention to the mutual relationship between identity continuity and change and learning English as a foreign language (EFL). This gap is bridged by this qualitative research that uses triangulation of data collection to explore the manner in which three Chinese college English major students negotiate and navigate identities in the process of learning English. The findings show that the learners displayed identity continuity and change in the process of building a new sense of belonging to a new learning community, and their identity continuity and change positively and negatively impacted their English learning, and vice versa. This study also discusses relevant implications for teaching and learning English in the EFL context.