When EFL learner identity intersects with their investment: Stories from Indonesia

Abstract

Current research has looked at learner identity as a single construct and is studied as a separate entity from English as a foreign language (EFL) learners’ investment in learning. While the issue has gained much attention in recent times, there is an urgency to explore the intersection of learner identity and investment in English as a foreign language learning. To fill this lacuna, the present study employed a narrative inquiry to understand four Indonesian EFL learners’ identity construction and their investment. Data were garnered from individual semi-structured interviews that discerned the participants’ prior English learning experiences, present perspectives on learning English, and their future aspirations. In analyzing the data, we followed Braun and Clarke’s (2006) six-step analysis procedure. Findings suggest that learners’ prior learning experiences, current perspectives about the role of English in global communications, and their participation in the community of practice serve as mediators in their identity construction process and investment practices. In addition, investment influenced the way the participants constructed their identities as EFL learners. This study suggests the incorporation of identity-awareness pedagogy into the ELT curriculum in order to create more inclusive EFL teaching and learning practices.