Exploring factors of EFL learners’ identity formation and language investment: A Recommendation in the new normal era

Abstract

Learners' identity is dynamic that constructs or is constructed by environments and language. It also deals with learning attitudes and beliefs affected by intrinsic and extrinsic factors. EFL learners faced challenges during the pandemic as the online environment has significant differences from face-to-face learning, which impacts their identity. This current study investigated those factors in EFL learners’ identity formation and language investment. Two postgraduate English students were selected as participants for some reason. This study was conducted during the pandemic using a narrative inquiry-based case study to reveal their perspectives about themselves through stories. The data were collected from interviews and reflective essays about their significant moments in learning English. The data were categorized into three major themes: learning English in primary, secondary, and tertiary educations. After that, the data were analyzed and interpreted using several intrinsic and extrinsic factors of EFL learners’ identity formation and language investment frameworks. The findings show that intrinsic and extrinsic factors were identified to contribute to their identity formation. In detail, the participants had positive attitudes and habits in learning English, although they still had an anxiety problem due to being foreigners. It can be inferred from language investment factors as they perceived cognitive awareness, dealt with difficult affordances, performed learners' agency, and realized their practiced and imagined communities. Several recommendations are proposed for EFL learners to face challenges in the new normal through their attitude and habits in learning English: first, they need to understand themselves by recognizing their intrinsic and extrinsic factors in learning English; and second, they need to acknowledge their cognitive awareness, affordances, learners’ agency, and practiced and imagined community. Besides, environmental supports and encouragement from teachers, relatives, and the government as extrinsic factors are also equally crucial to implement experiential learning.

Keywords: EFL Learners’ Identity Formation; Language Investment; Narrative Inquiry-based Case Study; The New Normal Era