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Due to the impact of different L2 identity dimensions on forming a unified language identity, thestudy followed an explanatory mixed-methods design to investigate levels of different L2 identity dimensions of Iranian EFL learners. A sample of 1,018 purposively selected learners filled out a researcher-made Questionnaire (MLIQ), and 30 of them took part in an Interview phase. PCA was used to determine the construct validity of the MLIQ, and the model fit of the data was determined through the SEM, using the AMOS. Data analysis using descriptive statistics and qualitative interpretations revealed that Iranian EFL learners had moderate levels of L2 identity with higher levels of homogeneous, overt, convergent, dynamic, intransitive, and inclusion SLID and an average level of active vs. passive dimension. The results of the interview questions showed that EFL learners developed their L2 identities more systematically and expanded their knowledge on social, national and cognitive dimensions to manifest their balanced L2 identity dimensions. Language learners and teachers can utilize the findings and balance their in-between and transitional identities in a way that they can protect their original and hybrid language identities and foster them through other complementary identities, in non-threatening manners, toward a more positive continuum on SLID.

Taking an autoethnographic approach, this book highlights the mutually constitutive relationship of language acquisition, sociocultural contexts and L2 identities. The personalized account of the author's Japanese as a second language development is skilfully interwoven with ethnographic details and introspective commentary.

This study investigates the relationship between learner perception, ideology, discourse, and identity in computer‐mediated communication (CMC) interactions between an advanced L2 Japanese learner and native Japanese speakers. Study findings show that, despite an invested identity as a proficient user of Japanese, the learner struggled to enact this identity in the face of two divergent language ideologies: one that promoted Japanese native speaker discourse as the goal of L2 learning and use, and one that promoted a particular Western “foreigner” discourse for non‐native speakers of Japanese. Furthermore, a third discourse—that of the CMC platform—also affected her discursive practices, both in terms of interaction and performance of multiple identities. These results reveal the complex, sometimes problematic, nature of CMC for L2 learning and use, while offering a unique perspective into the issue of the native speaker standard in Second Language Acquisition (SLA), particularly as it pertains to advanced learners. The Challenge When we teach about culture, what do students learn about themselves? What happens to these beliefs when they leave the classroom and these perceptions become an obstacle—perceived or real—to their participation? This study explores ideology, discourse, and identity in an advanced Japanese learner's computer‐mediated interactions with native speakers.

In this study, the authors address the particularly charged question of why young adolescent Kurds living and attending school in Turkey, where their education is conducted entirely in Turkish, acquire the accent of the regional Turkish spoken at school and in society to different degrees of native-likeness. The authors have chosen to study accent because previous sociolinguistic research and social views of L2 attainment have suggested accent to be the strongest marker of L2 learners' sociocultural identification. Moreover, they study accent because it is a salient source of linguistic profiling, an important factor that can influence such extrinsic social rewards as access to jobs, entry into a country, housing, or membership in a group, particularly in communities that are imbued with violent conflicts. In our study, we called upon the constructs of identification with speakers of a person's first and second languages and of self-determined motivational patterns to help elucidate the differing degrees of success in attaining a native-like Turkish accent exhibited by Kurdish youth in a Turkish-speaking society. (Verlag, adapt.).

This study investigated three Japanese L2 learners who joined a government-funded, short-term study abroad program in the USA during their first year of college. Four years after the program, we interviewed the learners about their overseas experiences. We also asked what they had done during their university years after the program. We then analyzed their accounts to explore participants’ linguistic and personal growth during and after the program. Their stories offered important insights into what short-term study abroad programs should provide: critical experiences that participants embrace through meeting and communicating with new people in L2s for the purpose of mutual understanding. When participants perceived their experiences to be successful and valuable and felt a desire to become a more efficient L2 user, they took actions to improve their L2 skills in relation to other life goals after returning home. Furthermore, their L2 identities are likely interwoven with their current and aspiring personal identities. As such, their stories are self-development trajectories and evidence of L2-learning-mediated personal growth through social interaction. We propose that short-term study programs: (a) avoid an exclusive focus on L2 learning on-site, (b) include ample opportunities of meaningful social interaction, and (c) target first-year students. 

This study investigates the dynamic relationships between self-efficacy, motivational intensity, and behavioral engagement and their effects on positive and negative self-identity among EFL learners participating in English Medium Instruction (EMI). Conducted with 390 undergraduate students from diverse academic disciplines, the research utilized a longitudinal design, administering pre- and post-intervention assessments of these constructs. A repeated measures MANOVA revealed significant improvements in all three independent variables, with behavioral engagement showing the largest gains, followed by motivational intensity and self-efficacy. Multiple regression analysis further demonstrated that these predictors collectively explained substantial variance in positive and negative self-identity. Behavioral engagement emerged as the most influential factor, positively enhancing self-perception, and mitigating identity conflicts, followed by motivational intensity and self-efficacy. The findings underscore the transformative potential of EMI, emphasizing the role of active participation, sustained motivation, and confidence-building in fostering positive self-identity while reducing negative self-perceptions. These insights highlight the importance of interactive and participatory pedagogical strategies, goal-oriented motivation, and scaffolded support in EMI contexts. By integrating these elements, educators can maximize the holistic benefits of EMI, preparing learners for global academic and professional opportunities. The study contributes to the growing body of research on EMI, offering practical implications for enhancing student engagement, motivation, and identity development. Future research is encouraged to explore the long-term impacts and contextual moderators of these relationships in diverse EMI settings.

For many decades, Francophone regions in Canada have provided language study exchanges for French as a second language (FSL) learners within their own country. At the same time, FSL students and teachers in Canada continue to orient to a native speaker standard associated with European French. This Eurocentric orientation manifested itself in a recent study examining conceptions of authentic language among Canadian FSL teachers on professional study abroad in France. Taking an interactional perspective (De Fina & Georgakopoulou, 2012), this article examines how the teachers negotiated discourses of language subordination (Lippi-Green, 1997) that construct Canadian French as less authentic than French from France. Findings show some teachers drawing on this hierarchization of French to \"authenticate\" (Coupland, 2010) an identity as French language expert, either by contrasting European and Canadian varieties of French or by projecting France as the locus of French language and culture as exclusively representative of authentic \"Frenchness.\"

This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.

This study provides and tests pedagogical materials for teaching Korean multimodal (im)politeness, reflecting recent findings on the role of nonverbal means of communication in the communication of (im)politeness. A pedagogy of multiliteracies is implemented in this study, which supports the development of language learners' multimodal competence. Within the multiliteracies classroom, learners are encouraged to actively express their identities via language and other multimodal means. In order to examine the effectiveness of multiliteracies framework in enhancing identity negotiation, the activities performed by language learners to express their identities are analyzed from an activity-theoretic perspective. This study includes an 80-minute lesson designed around the theme of yeyuy ‘manners, etiquette’ in Korea for intermediate-level Korean learners as well as a qualitative analysis of the classroom interaction where the lesson was carried out. The analysis shows that language learners construct and negotiate their first-language and second-language identities producing multimodal identity artifacts, while expressing their own perspectives on Korean (im)politeness and dealing with the views held by the teacher, their classmates, and materials. It is also demonstrated that learners recognize the significance of multimodal resources involved in authentic media texts and critically evaluate the (im)politeness-related meanings that the resources intend to signal.