From Conformity to Negotiation: University English Majors' Perceived Learning Community Influence on Ideal Selves Across Two Cohorts

This study explores how the perceived influence of academic and peer learning communities shapes university English majors' ideal selves as language learners, and how this influence may shift across educational generations. Drawing on the L2 Motivational Self System and adopting a qualitative design, the study compares two cohorts of Chinese university students separated by a 10‐year interval. Data were collected through semi‐structured interviews and follow‐up written reflections with second‐ and fourth‐year students in each cohort. Thematic analysis reveals a notable evolution in motivational dynamics: Although the earlier cohort internalised community norms and exhibited strong conformity in their ideal selves, the later cohort engaged with community values more selectively, constructing their ideal selves with greater individual agency. Rather than acting as a directive force, the learning community in the more recent cohort functioned primarily as a reference point for personal meaning‐making. These findings suggest a shift towards increased individualisation in learner motivation and identity construction. The study highlights the importance of conceptualising community influence as context‐dependent and negotiable, and it offers practical implications for designing learning environments that balance social support with opportunities for learner autonomy.