A Study of English Learner Identity Among First-Year University Students

doi:10.18627/jslg.42.2.202608.171

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2026 Vol.42, Issue 2 Preview Page Next Page

Research Article

A Study of English Learner Identity Among First-Year University Students 대학 신입생의 영어학습자 정체성 연구: 하명애^1*
Ha, Myeong-Ae^1*; ¹대전대학교

¹Daejeon University

31 August 2026. pp. 171-190

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Abstract

This study aimed to explore how first-year university students construct and reconstruct their English learner identities during their transition from secondary school to university. Three first-year university students enrolled in general English courses participated in the study. Data were collected through semi-structured interviews, reflective essays, and classroom field notes and were analyzed using thematic analysis. The findings revealed that participants initially developed negative English learner identities through secondary English learning experiences centered on the Korean college entrance examination. After entering university, they redefined English as a resource for academic study and future career development. Their imagined communities in future professionals increased their investment in English learning, while supportive interactions with the professor and peers promoted classroom participation, confidence, and more positive English learner identities. The findings highlight the importance of fostering future-oriented English learner identities and promoting sustained investment in language learning in university English education.

Keywords

English learner identity

first-year university students

imagined communities

investment

general English courses

References

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김신혜. 2013a. 한국 대학생 영어학습자들의 학습동기와 정체성에 관한 연구. Foreign Language Education 20.2, 29-55.
김신혜. 2013b. 한국 대학생 학습자들의 영어에 대한 꿈: 학습자 정체성과 영어 학습 동기. 영어교육연구, 25.3, 233-252.
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이춘화. 2017. Language Learner’s Identity and Language Investment. 인문과학연구, 55, 165-190.
이향미. 2025. L2 학습자의 영어 정체성과 영어 말하기 성과 간의 연관성 연구: 동기와 투자의 영향력을 중심으로. 박사학위 논문. 부산대학교 대학원.
하명애. 2019. EFL 환경 대학생의 수준별 영어 학습 탈동기와 재동기 요인 분석. 현대영어영문학, 63.1, 181-203. 10.17754/MESK.63.1.181
하명애. 2025. 스포츠계열 학과 대학생의 영어교육 경험에 대한 내러티브 탐구. 언어연구, 41.2, 143-159.
Block, D. 2007. The Rise of Identity in SLA Research, Post Firth and Wagner (1997). The Modern Language Journal 91, Focus Issue, 863-876. 10.1111/j.1540-4781.2007.00674.x
Braun, V. and Clarke, V. 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology 3.2, 77-101. 10.1191/1478088706qp063oa
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Darvin, R. and Norton, B. 2023. Investment and Motivation in Language Learning: What’s the Difference?. Language Teaching 56, 29-40. 10.1017/S0261444821000057
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Firth, A. and Wagner, J. 1997. On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research. The Modern Language Journal 81.5, 285-300. 10.1111/j.1540-4781.1997.tb05480.x
Gardner, R. 1985. Social Psychology and Second Language Learning: The Role of Attitude and Motivation. London: Edward Arnold.
Gardner, R. and Lambert, W. 1959. Motivational Variables in Second Language Acquisition. Canadian Journal of Psychology 13, 266-272. 10.1037/h0083787
Gardner, R. and Lambert, W. 1972. Attitude and Motivation in Second Language Learning. Rowley, MA: Newbury House.
Kanno, Y. and Norton, B. 2003. Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity, and Education 2.4, 241-249. 10.1207/S15327701JLIE0204_1
Norton, B. 2000. Identity and Language Learning: Gender, Ethnicity, and Educational Change. Harlow, England: Pearson Education.
Norton, B. 2001. Non-participation, Imagined Communities, and the Language Classroom. In Breen, M. (ed.), Learner Contributions to Language Learning: New Directions in Research. Harlow: Pearson Education, 159-171.
Norton, B. 2006. Identity: Second Language. Encyclopedia of Language & Linguistics 5, 502-508. 10.1016/B0-08-044854-2/00624-6
Norton, B. 2013. Identity and Language Learning: Extending the Conversation (2nd ed.). Bristol, UK: Multilingual Matters. 10.21832/9781783090563
Norton Peirce, B. 1995. Social Identity, Investment, and Language Learning. TESOL Quarterly 29.1, 9-31. 10.2307/3587803

Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 42
No :2
Pages :171-190
DOI :https://doi.org/10.18627/jslg.42.2.202608.171

[1] 곽면선. 2023. 디지털 네이티브 세대를 위한 대학 교양영어 수업의 방향 모색. 언어연구, 39.2, 109-124.

[2] 김신혜. 2013a. 한국 대학생 영어학습자들의 학습동기와 정체성에 관한 연구. Foreign Language Education 20.2, 29-55.

[3] 김신혜. 2013b. 한국 대학생 학습자들의 영어에 대한 꿈: 학습자 정체성과 영어 학습 동기. 영어교육연구, 25.3, 233-252.

[4] 김신혜. 2016. 두 가지 영어 사이에서: 한국 대학생 영어학습자들의 제2언어 학습 동기와 학습자 정체성. 한국사회과학연구, 35.1, 188-223.

[5] 김태영. 2013. 영어 학습 동기 연구의 최근 경향. 서울: 한국문화사. 10.978.896817/0171

[6] 이춘화. 2017. Language Learner’s Identity and Language Investment. 인문과학연구, 55, 165-190.

[7] 이향미. 2025. L2 학습자의 영어 정체성과 영어 말하기 성과 간의 연관성 연구: 동기와 투자의 영향력을 중심으로. 박사학위 논문. 부산대학교 대학원.

[8] 하명애. 2019. EFL 환경 대학생의 수준별 영어 학습 탈동기와 재동기 요인 분석. 현대영어영문학, 63.1, 181-203. 10.17754/MESK.63.1.181

[9] 하명애. 2025. 스포츠계열 학과 대학생의 영어교육 경험에 대한 내러티브 탐구. 언어연구, 41.2, 143-159.

[10] Block, D. 2007. The Rise of Identity in SLA Research, Post Firth and Wagner (1997). The Modern Language Journal 91, Focus Issue, 863-876. 10.1111/j.1540-4781.2007.00674.x

[11] Braun, V. and Clarke, V. 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology 3.2, 77-101. 10.1191/1478088706qp063oa

[12] Darvin, R. and Norton, B. 2015. Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics 35, 36-56. 10.1017/S0267190514000191

[13] Darvin, R. and Norton, B. 2023. Investment and Motivation in Language Learning: What’s the Difference?. Language Teaching 56, 29-40. 10.1017/S0261444821000057

[14] Dörneyi, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.

[15] Firth, A. and Wagner, J. 1997. On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research. The Modern Language Journal 81.5, 285-300. 10.1111/j.1540-4781.1997.tb05480.x

[16] Gardner, R. 1985. Social Psychology and Second Language Learning: The Role of Attitude and Motivation. London: Edward Arnold.

[17] Gardner, R. and Lambert, W. 1959. Motivational Variables in Second Language Acquisition. Canadian Journal of Psychology 13, 266-272. 10.1037/h0083787

[18] Gardner, R. and Lambert, W. 1972. Attitude and Motivation in Second Language Learning. Rowley, MA: Newbury House.

[19] Kanno, Y. and Norton, B. 2003. Imagined Communities and Educational Possibilities: Introduction. Journal of Language, Identity, and Education 2.4, 241-249. 10.1207/S15327701JLIE0204_1

[20] Norton, B. 2000. Identity and Language Learning: Gender, Ethnicity, and Educational Change. Harlow, England: Pearson Education.

[21] Norton, B. 2001. Non-participation, Imagined Communities, and the Language Classroom. In Breen, M. (ed.), Learner Contributions to Language Learning: New Directions in Research. Harlow: Pearson Education, 159-171.

[22] Norton, B. 2006. Identity: Second Language. Encyclopedia of Language & Linguistics 5, 502-508. 10.1016/B0-08-044854-2/00624-6

[23] Norton, B. 2013. Identity and Language Learning: Extending the Conversation (2nd ed.). Bristol, UK: Multilingual Matters. 10.21832/9781783090563

[24] Norton Peirce, B. 1995. Social Identity, Investment, and Language Learning. TESOL Quarterly 29.1, 9-31. 10.2307/3587803

The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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