Negotiating identities and investments: High-achieving Korean EFL university students’ English language journeys
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This qualitative study explores identity construction and L2 investment choices of 11 high-achieving Korean university students. It addresses a gap in the literature concerning high-achieving students’ identity construction across different educational contexts within the Korean EFL landscape. Interview data from the participants was analyzed drawing on Darvin and Norton’s (2015) model. The research examines the participants’ perceptions of their identities and investment in English as English users, analyzing the roles of their distinctive educational experiences in Korea and abroad. The students assert identities as English speakers, highlighting the validation drawn from their advanced speaking abilities. As they transition between their communicative elementary curriculum and high-stakes exam preparation in secondary education, tension arises between valuing English as a communicative tool and adhering to an exam-driven curriculum. Personal investment in English speaking is evidenced through diverse social interactions, private lessons, and an interest in English culture. Unique influences in the Korean context and ideologies further mold their identity assertions and investments. This research underscores the necessity for empirical exploration of Darvin and Norton’s model across diverse EFL settings. Understanding the interplay of identity, ideology, and capital in English language learning is crucial for generating informed effective language education practices across different local contexts.
Abstract
This qualitative study explores identity construction and L2 investment choices of 11 high-achieving Korean university students. It addresses a gap in the literature concerning high-achieving students’ identity construction across different educational contexts within the Korean EFL landscape. Interview data from the participants was analyzed drawing on Darvin and Norton’s (2015) model. The research examines the participants’ perceptions of their identities and investment in English as English users, analyzing the roles of their distinctive educational experiences in Korea and abroad. The students assert identities as English speakers, highlighting the validation drawn from their advanced speaking abilities. As they transition between their communicative elementary curriculum and high-stakes exam preparation in secondary education, tension arises between valuing English as a communicative tool and adhering to an exam-driven curriculum. Personal investment in English speaking is evidenced through diverse social interactions, private lessons, and an interest in English culture. Unique influences in the Korean context and ideologies further mold their identity assertions and investments. This research underscores the necessity for empirical exploration of Darvin and Norton’s model across diverse EFL settings. Understanding the interplay of identity, ideology, and capital in English language learning is crucial for generating informed effective language education practices across different local contexts.
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