NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1069179
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1534-8458
EFL Learning and Identity Development: A Longitudinal Study in 5 Universities in China
Gao, Yihong; Jia, Zengyan; Zhou, Yan
Journal of Language, Identity, and Education, v14 n3 p137-158 2015
Combining psychological and social perspectives and using mixed methods, this 4-year longitudinal study examined the EFL learning and self-identity development of about 1,000 students from 5 universities in Beijing, China. The self-designed questionnaire, administered 5 times during the 4 years, consisted of 7 identity categories of identity changes: "positive self-confidence," "negative self-confidence," "subtractive," "additive," "productive," "split," and "zero change." This was coupled with qualitative data including semester interviews, learning diaries, and class observations. Results revealed that positive "self-confidence change" was the most prominent throughout the 4 years; "subtractive change" started low but underwent steady increase; "additive," "productive," and "split changes" underwent marked increase in the fourth year. Specific meanings of these changes varied at different stages and for different learners; relations of the changes displayed complexities and ambivalence. The findings indicate that L2 identity development in EFL settings in the context of globalization deserves broader research attention.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Beijing)
Grant or Contract Numbers: N/A