Qualitative study explores identity negotiation affecting motivation in adolescent English learners, suggesting implications for teaching.
In modern research on second language learning, the connection between identity, motivation, and investment has taken center stage. This study looks into how two teenage English language learners negotiate their identities and how this affects their drive and commitment to language acquisition. The study investigates the dynamic relationship between social identity, future goals, cultural identification, and learner engagement using the theoretical framework created by Darvin and Norton.
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Khavva Ashirova (2026) studied this question.
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