The Influence of Learning English as a Foreign Language on EFL Learners’ Identity.

Abstract

This research examines the influence of learning English as a Foreign Language (henceforth, EFL) on the learners’ identities among first-year Master’s students in Algeria. Employing a comprehensive methodology, including sample selection, questionnaire administration and data analysis. The study explores the impact of EFL learning on identity construction and it aims to investigate the transformative potential of EFL learning, exploring its pedagogical implications, impact on learners’ identities and contribution to promoting inclusive global communities. To meet this aim, four research questions were set: (1) what is the influence of EFL learning on learners’ identities? (2) What are the categories of identity that are possible to change throughout the EFL learning journey? (3) What is the nature of the new developed identity? (4) What is the relationship between EFL Curriculum and identity? In order to respond to these questions, data were collected using an online structured questionnaire that was submitted to sixty-one first year Master students of English in different Algerian universities to obtain a variety of points of view regarding the topic. After the data analysis process, the findings revealed that EFL learning extends beyond linguistic proficiency encompassing broader aspects of personal development and cultural understanding. Learners navigate complex identity negotiation as they engage with the English language skills, reflecting on cultural identity, and developing self-expression while belonging to diverse global contexts. All of this highlights the positive impact of learning EFL on the students’ identity formation. Several recommendations and limitations of this research were advanced at the end.