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Objectives This study aims to examine second language (L2) learners’ identity constructions considering the so-cial contexts of Jeju. In particular, this study explores how English learners are positioned in Jeju society, how their investments in learning English change depending on their positions, and how their investments influence the for-mation of L2 identity. Methods Data from the participants’ journal writings and interviews were analyzed to examine their identity con-structions in the process of English learning using the poststructuralist concept of positions, the unequal relations of power, and investments in learning English. Results Motivation is frequently socially constructed in various sociocultural contexts, and it needs to be under-stood in connection with the unequal relations of power. This study shows that the participants’ different positions had a significant impact on their investments in learning English. Also, the participants in this study established multiple identities in various contexts of Jeju depending on their positions influenced by the unequal relations of power, which may constrain their English learning opportunities. Conclusions Language learners’ marginalized positions can influence their investment and identity constructions, so it is important to develop pedagogical strategies that enhance language learners’ positions. This study is sig-nificant because it has implications for educators to understand how language learners resist or negotiate lan-guage practices in a given classroom, and re-examine their classroom strategies to find ways to improve language learners’ investments with more powerful positions.
Lee et al. (Mon,) studied this question.