00051000954 investment in english language learning of english majors a case study at a university in hanoi 00051000954 investment in english language learning of english majors a case study at a university in hanoi
INTRODUCTION
Rationale
In second language acquisition (SLA), investment and motivation are considered fundamentally interconnected, with Norton’s 1995 work highlighting their complementary roles These concepts provide unique yet related perspectives on why learners choose to pursue learning an additional language (L2) Understanding the relationship between investment and motivation is essential for analyzing learner engagement and success in SLA.
Darvin and Norton (2015) emphasize that while student motivation to learn a language is important, it is equally crucial to consider whether students are genuinely invested in the language practices within the classroom or community They highlight the inherent power imbalance between teachers and learners, as teachers influence language practices through their knowledge, personal histories, and worldview, which may differ from those of students Additionally, power dynamics among learners can also be unequal, affecting engagement and participation in language learning.
Darvin and Norton (2015) highlight that while motivation often views individuals as having a stable, unified personality, investment considers learners as dynamic social beings with evolving identities shaped by social interactions They emphasize that identity is multiple, fluid, and involves ongoing struggles, making a learner's investment in language learning a complex process that requires continuous negotiation within diverse social contexts such as classrooms and communities Norton (2016) further argues that motivation alone cannot explain why highly motivated learners might still resist speaking opportunities when they face social inequalities, illustrating the multifaceted and unstable nature of language investment.
Understanding the various aspects of learners' investment in learning English is essential to comprehending how and why they invest in language acquisition Exploring the social and psychological factors influencing learner investment can shed light on the complex interaction between motivation, identity, and language learning success By examining these facets, researchers can better understand the interplay between second language acquisition (SLA) and learners' investment, thereby refining language learning theories Ultimately, investment plays a crucial role in language acquisition, highlighting its importance in the broader context of SLA research.
2 and socially formed relationship between a language learner’s identity and learning commitment (Dửrnyei & Ushioda, 2009; Murray, Gao, & Lamb, 2011)
Investment in language learning extends beyond student effort, encompassing complex social and psychological factors that influence second language acquisition (SLA) Understanding the various facets of learners’ investment—why and how they commit to learning English—can deepen insights into the social and emotional influences on language development Recognizing that investment reflects the dynamic relationship between a learner’s identity and their motivation highlights its crucial role in SLA theory Exploring these interconnected aspects can sharpen our understanding of how social, psychological, and identity factors shape language learning outcomes.
Recent investment studies in language learning encompass a diverse range of subjects, from high school students to non-majors Xue (2022) examined how Chinese LOTE learners in a border university in Yunnan invest in learning English, while Soltanian, Ghapanchi, and Pishghadam (2019) explored the investment of Iranian EFL learners in mastering the English language Bonder (2017) provided insights into language use, attitudes, and learning investment among low-income Latino immigrant entrepreneurs outside traditional classroom settings However, research focusing on English majors in Vietnam remains limited, highlighting a gap in understanding the investment behaviors of Vietnamese English major students, as discussed in recent literature on identity and investment.
Perceptions of Learning and Using English Language in Contemporary China by
Yuan (2023) can be seen as closely related to the topic of this article.
Aim of the study and research questions
This study aims to explore the imagined identities of English majors at a university in Hanoi and examine how these identities influence their motivation and investment in learning English By understanding students' perceptions of their future selves, the research seeks to identify key factors that affect their engagement with language learning The investigation combines both practical and theoretical perspectives to provide comprehensive insights into how imagined identities shape language learning behaviors among English majors.
Based on this reasoning, this research posed two questions:
(1) What are the imagined identities of English majors at a university in Hanoi throughout their English learning?
(2) How do their imagined identities influence their investment in learning English?
This study explores participants’ imagined identities during their English learning journey, from early stages to current proficiency, to identify how English majors at a Hanoi university perceive their identities over time Additionally, it examines their methods and efforts in investing in English language acquisition, highlighting the strategies and dedication they have demonstrated throughout their learning process These insights provide a comprehensive understanding of how imagined identities influence language learning motivation and engagement among university students.
3 stages in order to achieve such imagined identities, seeking to investigate how their imagined identities influence their investment in learning English.
Research Methods
In this study, qualitative method is adopted to achieve the aforementioned objectives
Data was collected using a narrative inquiry approach, which emphasizes exploring participants’ experiences through their shared stories This method allows for a deeper understanding of personal perspectives and the process of meaning-making, providing valuable insights into individual experiences.
The primary method for conducting narrative inquiry is the in-depth interview, which enables participants to share their stories openly, guided by interview questions that serve as prompts and encourage detailed responses These interview questions were carefully crafted based on the research conducted by Norton (2015), ensuring an effective approach to eliciting rich and meaningful narratives.
Then, the data elicited from the interviews was analysed to interpret participants’ imagined identities and respective investment based on content analysis procedures of Murray (2009).
Scope of the Study
This study focuses on the imagined identities of English majors at a university in Hanoi, highlighting the role of identity as a key factor influencing language learning investment It explores how these students’ envisioned self-concepts impact their motivation and commitment to learning English Additionally, the research examines the interplay between identity, capital, and ideology as essential elements shaping language learning behaviors Overall, the findings emphasize that imagined identities significantly affect English learners' investment, offering valuable insights for enhancing language education strategies.
This study was conducted at a university in Hanoi with an English-related faculty, focusing on first-year students majoring in English Pedagogy Convenience sampling was used to select three students with similar English proficiency levels to ensure comparability The selected students also differed in terms of gender roles, family backgrounds, and professional goals, allowing for an in-depth exploration of their diverse investments in learning English and their imagined identities.
Significance of the Study
This study aims to enrich the existing literature on investment in Vietnam, a relatively new topic in the country By exploring how English majors invest in their education, it encourages ongoing conversations and the emergence of new research on investment themes, including investment by English majors and in Vietnam The findings can also contribute to improving the quality of education and training in Vietnamese universities' English departments Understanding how English majors invest in learning English helps facilitate timely and appropriate adjustments to educational schemes, ensuring they align with the resources available to learners.
Providing adequate support throughout the learning process and in career orientation helps English majors realize their envisioned identities When supported effectively, English majors perceive their investment in learning English as worthwhile and feel justified in their pursuit of imagined professional and personal identities Ultimately, this thesis aims to enhance students' confidence and motivation by demonstrating the value of their language learning journey toward achieving their aspirations.
Structure of the Thesis
This thesis is structured into five chapters The first chapter introduces the research topic, explaining the motivation, objectives, and methodologies used Chapter II reviews key concepts and examines relevant previous studies to provide context In Chapter III, the data collection and analysis methods are described in detail Chapter IV presents the key findings and results of the research The fifth chapter discusses these findings in depth, offering insights and interpretations Finally, the conclusion summarizes the main points and implications of the study, providing a comprehensive overview of the research.
This chapter introduces the concept of investment in Second Language Acquisition (SLA) and explores its connection to learner identity, differentiating it from motivation The study aims to examine how the imagined identities of English majors at a university in Hanoi influence their dedication to learning English It emphasizes the importance of understanding learner investment within the Vietnamese educational context and defines key terms related to language learning Additionally, the chapter outlines the overall structure of the thesis, providing a comprehensive overview of the research focus.
LITERATURE REVIEW
Definition of Key Terms
To ensure a clear and comprehensive understanding of this study, it is essential to define and elaborate on the key terms frequently used throughout the research This foundational process facilitates effective discussion and interpretation of ideas related to investment in English language learning among English majors at a Hanoi university.
Second language acquisition (SLA) is a key concept in language teaching and linguistics, referring to the process through which learners gain proficiency in a second language According to the book *Second Language Acquisition: An Introductory Course* by Susan M Grass, Jennifer Behney, and Luke Plonsky, understanding SLA involves exploring the various factors and methods that influence language learning This foundational text provides essential insights into how individuals acquire a second language and informs effective teaching strategies aimed at optimizing learner success.
Second Language Acquisition (SLA) refers to the process of learning a non-native language after the native language has been established, which can occur in classroom settings or through natural exposure While SLA typically denotes learning a second language, it can also apply to acquiring third or even fourth languages Additionally, the term "Second Language Acquisition" is often used to describe the academic field dedicated to studying this process.
Hoque (2019) defines second language acquisition as the process of acquiring a new language after mastering one's mother tongue For example, a child who speaks Hindi at home and begins learning English at school is engaging in second language acquisition This process involves learning English as a second language after the initial language has been established.
1.2 English as a Foreign Language (EFL)
English as a Foreign Language (EFL) refers to learning English in non-English-speaking countries, emphasizing the broader learning environment beyond the classroom (Brown, 2007) EFL students often practice the language in settings where English is not widely spoken and may have limited opportunities for real-world application It is crucial to differentiate EFL from ESL (English as a Second Language), as EFL learners typically do not reside in English-speaking countries and may not intend to visit them, often returning to their native environment after classes Understanding these distinctions can help tailor effective language learning strategies and resources for EFL students.
6 language is predominantly spoken The abbreviation for Teaching English as a Foreign Language is TEFL.
Investment
The idea of investment in applied linguistics was first developed by Bonny Norton nearly 30 years ago, in 1995 Upon studying SLA theories, Norton
In 1995, researchers recognized that SLA theorists faced challenges in understanding the connection between individual language learners and broader social processes In her influential paper, "Social Identity, Investment, and Language Learning," she emphasized the importance of social identity and personal investment in the language learning journey Her work highlights how social factors influence language acquisition, bridging the gap between individual experiences and societal dynamics Incorporating these insights can enhance our understanding of language learning within social contexts, making it a vital consideration for SLA research.
“SLA theorists have not developed a comprehensive theory of social identity that integrates the language learner and the language learning context.” (Norton, 1995, p 12).
Also, according to her, the influence of relations of power in the social world on the social interaction between second language learners and speakers of the target language
Norton (1995) proposed a social identity theory emphasizing the importance of social interactions between second language learners and native speakers She argues that traditional concepts of motivation do not fully address the complex dynamics of identity, power, and language learning, as evidenced by her research on immigrant women Instead, Norton introduces the concept of investment, which more accurately reflects learners' socially and historically shaped relationships with the target language This notion captures the ambivalent desire of learners to study and practice the language, highlighting the deeper social and emotional factors involved in language acquisition.
According to Norton (2013, p.195), investment in SLA has become synonymous with “language learning commitment” in the North American context It is determined by a learner’s intentional choice and desire (2013, p
Learners invest in a language to gain a broader range of symbolic and material resources, enhancing their cultural capital and social power Language learning is more than exchanging information; it involves shaping and reshaping one’s social identity and relationships within the social world Investing in a target language is fundamentally an investment in a learner’s evolving social identity, which continuously changes across different spaces and times.
In the 1990s, the development of early theories on identity and investment coincided with a wave of migrants moving to urban centers This migration transformed cities into more multicultural and multilingual environments, highlighting the importance of learning English as a global language in these diverse settings.
7 speaking countries then became vital for migrants in their acculturation and employment search
Investment in language learning serves as a crucial framework to understand how learners expand both symbolic and material resources, enabling nonnative English speakers to access and participate in contexts traditionally dominated by native speakers This concept highlights the ways in which motivation and personal commitment can influence language acquisition and cultural integration, fostering more inclusive participation in global communication.
In the 21st century, advances in innovative technology have transformed how people engage with the world, leading to the rapid growth of socialization and information exchange spaces both in-person and virtually, locally and globally According to Norton, understanding how language learners navigate these dynamic communication environments has become increasingly important in language education research Examining how learners are positioned and invest in these evolving spaces is essential to understanding their language learning experiences and outcomes.
Norton and Darvin developed an expanded model of language learner investment to address the demands of a more mobile and digital world where learners transition between online and offline environments This model highlights how learners' skills, knowledge, and resources are valued differently across diverse spaces, emphasizing the importance of investment at the intersection of capital, identity, and ideology It aims to illuminate how power structures influence opportunities for language learners to exercise agency in various contexts.
Darvin and Norton’s 2015 Model of Investment
If learners invest in language and literacy, they do so with the awareness that they will become their imagined identities This is because investment entails
Achieving a broader range of symbolic and material resources enhances individuals' cultural capital and social power Symbolic resources include language, education, and social connections, while material resources encompass capital goods, real estate, and financial assets This diversification of resources strengthens social mobility and influences one's overall societal influence.
As learners' cultural capital increases, they experience affordances that shape their sense of identity and self-perception Learner investment in language learning is influenced by both personal motivations and institutional ideologies, shaping their engagement and commitment Whether driven by individual interests or institutional requirements, such as school or workplace policies, these factors significantly impact a learner's investment and overall language learning journey.
Hence there is an integral relationship between identity, capital, and ideology, which will be elaborated as follows
Capital, along with ideology and identity, is best understood through economic metaphors, particularly Pierre Bourdieu's concept of cultural capital (1977) Bourdieu and Passeron emphasize that cultural capital plays a crucial role in shaping social hierarchies and power dynamics within society.
(1977) to reference the knowledge and modes of thought that characterise different categories and groups in relation to specific sets of social forms (Darvin
& Norton, 2021) Also according to Bourdieu and Passeron (1977), some forms of cultural capital are of a higher exchange value than others in a certain social context
Capital is a form of power that manifests in various dimensions, including economic, cultural, and social domains (Bourdieu, 1990; Darvin & Norton, 2021) Resources such as possessions, knowledge, and social connections determine an individual's position in society The recognition and legitimacy attributed to these resources by those in power give rise to symbolic power, reinforcing social hierarchies and influence (Bourdieu).
According to Darvin (2015), language learners aiming to communicate effectively in a second language must utilize their linguistic, cultural, semiotic, social, and material resources He emphasizes that a teacher’s ability to recognize, value, and deploy these diverse resources plays a crucial role in empowering learners and enhancing their language acquisition.
Despite limited access to elite educational resources and top-tier learning facilities, learners can leverage their linguistic and semiotic resources to pursue second language acquisition As learners navigate and negotiate these resources, they invest in language learning not only for instrumental goals like achieving high scores or securing meaningful employment but also to shape and embody their envisioned identities, social circles, and communities (Darvin & Norton, 2021)
In the model, Darvin and Norton (2015, p 44) refer to ideology as
“dominant ways of thinking that organize and stabilize the societies whole simultaneously determining modes of inclusion and exclusion.”
Anya (2017) highlights how racist ideologies, such as white supremacism, foster prejudiced behaviors and social division Neoliberal ideologies emphasizing entrepreneurship and market logic influence the governance of institutions, shaping policies across government, corporate, and educational sectors Social networking algorithms and sociotechnical structures embed ideologies of quantification and proceduralization, impacting how information is prioritized and accessed Overall, these ideologies permeate language, literacy, and broader social practices, often privileging certain groups while marginalising others, thereby affecting learners' ability to express themselves and be heard (Darvin & Norton, 2015).
Understanding students' language ideologies is essential at the start of language learning, as these beliefs influence their perception of linguistic and cultural capital and shape their identity (Bourdieu, 1987, 1991) Language ideologies encompass the values and beliefs about language, including specific language practices, usage, and attitudes towards particular languages or dialects (Kroskrity, 2004; Woolard, 1998) Recognizing these ideologies is crucial for effective language instruction and fostering inclusive classroom environments.
2.2.3 Identity, and Imagined Identities and Imagined Communities a) Identity
Related Studies on Investment in English Language Learning
Conducting a comprehensive review of previous studies on the same research topic at international, regional, and national levels is essential By analyzing the aims, approaches, and findings of these studies, researchers can identify existing gaps and better understand their contributions to the ongoing discussion This step ensures a solid foundation for advancing knowledge and informing future research efforts.
The first time the notion of investment in SLA was introduced was in
In her 1995 article "Social Identity, Investment, and Language Learning," Norton proposed a comprehensive social identity theory that examines the dynamic relationship between language learners, their social contexts, and power relations She emphasized that understanding social identity is crucial for improving SLA theory and ESL pedagogy, particularly for immigrant women in Canada Her research, which employed a mixed-methods approach—including diaries, questionnaires, interviews, and home visits—revealed that motivated learners might still feel uncomfortable and hesitant to speak in certain social situations This suggests that motivation alone does not fully explain language learning behaviors, highlighting the need for SLA theories to incorporate a more nuanced understanding of social identity and power dynamics in social interactions.
Chang (2016) explored how multilingual students in a U.S community college ESL class navigated sociocultural norms both inside the classroom and within their communities Using a poststructuralist perspective, her qualitative case study revealed that students’ engagement with ESL learning was influenced by their immediate and imagined future communities Despite structural challenges, these students exercised agency, shaping their educational experiences and life trajectories through their aspirations and cultural negotiations.
A 2018 study by Soltanian, Ghapanchi, and Pishghadam examined English language learners’ investment in Iran using a validated 42-item questionnaire The researchers found that Iranian EFL learners exhibit a moderate level of investment in learning English Significant differences in investment were observed between male and female learners, as well as between low- and high-proficiency students However, the study revealed no significant differences in investment related to different age groups. -Boost your English teaching impact by leveraging insights on learner investment from the latest Iranian EFL study—[Learn more](https://pollinations.ai/redirect/2699274)
A study by Jang (2023) explored how Iroda, an immigrant, invests in learning Korean as a second language (L2) and examines the circumstances and motivations behind her agency to learn Korean The case study highlights that Iroda actively and voluntarily dedicated significant time and effort to mastering Korean Her motivation to invest in L2 learning was primarily driven by the increasing acceptance and recognition of her potential within Korean society, demonstrating her proactive engagement in language acquisition.
Recent research on language investment in Asia, including a study by Aftab, Abbasi, and Memon (2023), examines Pakistani learners’ motivations and identities when studying Chinese The study focused on students at a private institute in Karachi, exploring how institutional practices, foreign language proficiency, and personal experiences shape their imagined identities and investment in Chinese language learning Using a qualitative narrative inquiry approach, the research collected data through written narratives and semi-structured interviews, highlighting the key factors that influence learners’ engagement with Chinese This research offers valuable insights into the dynamics of language investment among Pakistani students in the Asian context.
Liu and Darvin (2023) explore how power relations influence the identities of rural EFL learners as they navigate offline and online spaces, revealing that digital environments enable learners to adopt multiple, more empowered identities Their study, involving semi-structured interviews, participant observation, and digital artifact collection, shows that engaging in digital spaces boosts learners’ confidence and helps them assert their legitimacy as English speakers Additionally, digital participation allows rural learners to resist negative self-perceptions and value their rural accents, reinforcing their identities as competent English speakers.
Wu (2017) conducted a qualitative study in Taiwan to explore the impact of imagined identities on learners' motivation and investment in the EFL context The research revealed that limited imagined identities as English learners restricted investment to the school environment, whereas extended identities as expert users or teachers encouraged more diverse engagement across formal and informal settings Additionally, imagined identities can serve as a motivational force, positively encouraging learner investment, or, conversely, trigger resistance that diminishes engagement.
Researchers and linguists have explored the formation of imagined identities in language learning, with Nguyen (2020) providing an insightful autoethnographical account focused on Vietnam This study examines how individuals' self-identity develops through language acquisition, highlighting the role of personal experiences in shaping linguistic and cultural understanding Nguyen's research underscores the importance of exploring the intersection of language learning and identity construction within the Vietnamese context, offering valuable insights for educators and scholars interested in sociolinguistics and intercultural communication.
The author’s imagined identities as a language student, teacher, and researcher were primarily shaped by social factors, including their desire to expand social networks and navigate power dynamics These identities significantly influenced their investment in language learning, with a focus on achieving higher social status associated with certain identities Additionally, the researcher’s experience revealed that they actively invested in identities they had not initially prioritized, demonstrating how imagined roles can motivate and guide language learning efforts Data collection and analysis were conducted simultaneously, mainly drawing from the author’s memory, complemented by artifacts like certificates and documents, along with conversations with their mother to understand family background and early learning experiences.
A recent study by Luong (2022) explored English-majored students' imagined identities and communities at Ho Chi Minh University of Technology, revealing that EFL students have specific expectations for their ideal classroom environments The research, employing a mixed methods approach with questionnaires and semi-structured interviews, found that students desire certain qualities in teachers, peers, and classroom practices to foster their learning experience Additionally, students have formed clear imagined identities and are willing to invest meaningfully in their English language learning to attain their envisioned communities and personal growth.
Recent studies have explored investment in language learning and the formation of imagined identities and communities worldwide, including regional and Vietnamese contexts This research advances the ongoing conversation by providing deeper insights into how these dynamics manifest in Vietnam, highlighting the cultural and social factors influencing language acquisition and community building.
This chapter explores the concept of investment in Second Language Acquisition (SLA), introduced by Bonny Norton in 1995, highlighting its connection to identity, power, and social interactions It emphasizes how imagined identities and communities influence learners’ motivation and desires in language learning Additionally, the chapter reviews various international and regional studies on language learning investment, particularly in English, providing key research findings and situating them within Vietnam’s unique language education context.
METHODOLOGY
Research Questions Revisited
As stated in Research Methods in Chapter 1: Introduction, the research aims at answering two questions as follows:
(1) What are the imagined identities of English majors at a university in Hanoi throughout their English learning?
(2) How do their imagined identities influence their investment in learning English?
Design of the Study
This research explores the imagined identities of English majors at a Hanoi university and how these identities influence their investment in learning English, using a qualitative case study approach The case study method enables a detailed examination of how participants envision themselves at various stages of their English learning journey, including their emotional and motivational engagements By analyzing three participants, the study investigates how they allocate time, money, effort, and resources to achieve their desired imagined selves as English speakers Overall, this approach aims to provide a comprehensive understanding of the relationship between imagined identities and learning investment among university English majors.
Research Approach
Understanding the fluidity of identities and complexity of learner investment over time, I adopted a narrative inquiry approach to collect and analyse data to answer the research questions
To gather meaningful narratives, in-depth semi-structured interviews were conducted, enabling participants to share their stories freely using open-ended questions as prompts This interview approach fosters authentic storytelling by allowing respondents to elaborate beyond simple yes or no answers, resulting in richer, more detailed insights.
After that, the participants’ imagined identities throughout their learning English and investment were interpreted from the data using content analysis
This approach allowed for rich, detailed accounts of the participants’ experiences, aligning with the goals of narrative inquiry to capture the complexities and nuances of individual stories
Sample and Sampling Procedure
This research utilized convenience sampling, a method where data is collected from participants who are easily accessible to the researcher, as defined by Rahi (2017) By selecting readily available participants, the study included three individuals, ensuring practicality and efficiency in data collection To protect participants' privacy and confidentiality, pseudonyms—Trương, Tiến, and Vinh—were used throughout the Methodology, Findings, and Discussions sections.
However simple and convenient the sampling procedure may appear, all individuals selected as participants must adhere to the criteria I drew as follows:
All three participants must be studying at the same university
All participants must major in English language or English teaching
The participants can be at any stages of their university time
Other than the above criteria, the demographic information and educational background is as follows:
Year of study at university
Trương Male English pedagogy 1 Advanced 12 years
Tiến Male English pedagogy 2 Advanced 14 years
Vinh Female English pedagogy 1 Advanced 12 years
Context of the Study
This research was conducted at a leading university in Hanoi renowned for its foreign language training programs It focused on two faculties specializing in English studies: one dedicated to English language and culture, and the other to English pedagogy The study took place at the end of the second semester of the 2023-2024 academic year, providing first-year students with experience as current university students, thereby enriching the quality and relevance of the data collected.
Hanoi, Vietnam's capital, presents a unique context for studying imagined identities and investment in English learning, as research in this area remains limited locally While global exploration of these topics exists, the specific social and geographic landscape of Hanoi offers valuable insights into how these phenomena develop within Vietnamese society.
Vietnam is a developing country facing limitations in educational infrastructure and resources, with over 37,600 public preschools and schools nationwide, comprising more than 606,000 classrooms However, only 85% of these classrooms are fully reinforced, highlighting infrastructural challenges Although a new national curriculum has been introduced across six grade levels, the availability of teaching equipment remains insufficient, meeting just over 50% of the demand Facilities for specialized subjects like informatics and foreign languages are especially scarce, impacting the quality of education across the country.
Vietnam ranked 66th out of 112 non-English-speaking countries and territories in the EF EPI 2021 report, highlighting its ongoing efforts to improve English proficiency Hanoi stands out as the city with the highest English skills in Vietnam, ranking within the "moderate" proficiency level and approaching the threshold of high proficiency globally Despite these challenges, Vietnam demonstrates significant progress in English education, with Hanoi leading the way in achieving better language skills among its residents.
This study offers valuable insights into how language learners in specialized English programs improve their proficiency despite infrastructural limitations The findings can inform targeted adjustments to current educational programs, enhancing the overall quality of English language training in Vietnam.
Data Collection Instrument
To collect qualitative data, semi-structured interview was employed The data collection instrument consisted of semi-structured interview questions
A semi-structured interview, as defined by Adams (2015), combines closed- and open-ended questions with follow-up inquiries like "why" or "how," allowing for a flexible and in-depth dialogue This interviewing method focuses on key topics on the agenda but also accommodates unforeseen discussions, making it more adaptable than standard surveys It enables researchers to explore areas of interest more thoroughly while maintaining a guided conversational flow.
This research involved conducting interviews consisting of eight core questions to address the primary research question, along with four additional questions focused on the secondary research question Follow-up questions were also posed based on participants’ responses to gather more in-depth insights To ensure clear communication, the interviews were conducted in Vietnamese and subsequently translated into English for presentation in this paper.
The interview primarily consisted of open-ended questions, complemented by "why" and "how" follow-up questions to encourage participants to share their stories freely and openly These questions served as prompts to effectively gather in-depth data, ensuring a comprehensive understanding of participants' perspectives Incorporating open-ended questions with targeted follow-ups enhances the quality of qualitative research and improves data richness.
Data Collection and Data Analysis Procedures
The data collection process took place from July 1 to July 31, 2024, coinciding with the end of the school year During this period, many students were taking their final exams while others had already completed theirs and were preparing for summer vacation First-year students had finished their first year of college, gaining insights into their developing identities and academic experiences.
Three participants were selected for in-depth, in-person interviews to ensure clear and direct communication Each interview lasted 30 to 45 minutes, allowing for comprehensive data collection All sessions were recorded and transcribed to facilitate thorough analysis of participants’ responses, contributing valuable insights to the research.
The interview data reveals participants' self-perceived roles in English learning, highlighting their invested efforts at school and home It examines the intensity of their engagement, including the resources allocated—such as time and money—demonstrating their commitment to language mastery.
After collecting the data, a detailed content analysis was conducted to address the research questions, focusing on participants' narratives The combination of content analysis and semi-structured interviews proved to be an effective approach for exploring investment in English language learning among English majors at a Hanoi university This methodology allowed for an in-depth understanding of students' motivations, attitudes, and experiences, making it well-suited for this case study.
Analytical Framework
In this study, the data is analysed and presented in chronological order to reflect the participants’ evolving experiences and identities throughout their English learning journey
This study employed content analysis based on Murray's (2009) methodology, addressing the lack of detailed guidance in existing narrative inquiry materials To develop a comprehensive analysis process, the researcher integrated categorical content analysis (Lieblich et al., 1998) and the constant comparative method (Glaser & Strauss, 1967) The data analysis procedures used in this study are adapted from Murray’s original framework, ensuring a rigorous and systematic approach to qualitative data analysis.
Step 1: Coding the interview transcripts
Coding is a crucial step in the data analysis process, allowing researchers to categorize, compare, and contrast data effectively It involves labeling or assigning names to text segments that share similar ideas or meanings, facilitating clearer interpretation and organization of qualitative data Mastering the coding process enhances the accuracy and depth of data insights, making it an essential skill for thorough research analysis.
In this step, I broke down the data into manageable segments and assigned relevant names to facilitate easier analysis I carefully reviewed the transcripts to grasp the main ideas of each segment and label them accordingly For example, a passage titled 'high school' captures the participant’s imagined identities and engagement during their high school years, ensuring clarity and organization in the data analysis process.
Step 2: Identifying links between codes and classifying them into categories
This stage involved the adding of new codes and comparing and contrasting pieces of data With the emergence of new codes, existing codes merged to become categories
Step 3: Configuring the participant’s story from the interview data
This stage involved narrating participants' stories based on interview data, using strategies to craft a cohesive narrative rather than including all raw information Unnecessary details, such as off-topic comments, repetitions, and fillers, were omitted to ensure clarity To enhance understanding, I integrated ideas from the interview questions into participants' responses, creating a coherent and meaningful story aligned with SEO best practices.
Step 4: Requesting review from the participants
After configuring the stories, I shared them with participants for review and feedback to ensure their information was accurately interpreted and synthesized Participants also had the opportunity to add explanations or extend the stories if necessary, enhancing the overall quality and clarity of the narratives.
Step 5: Conducting a “cross-story” analysis
As this research includes three stories from three participants, I adopted a
“cross-story” analysis, by coding multiple stories using categories as code words
In the process of developing effective learning strategies, I organized labeled text segments related to specific topics like "watching videos online" into broader categories such as "self-directed learning strategies." To enhance understanding, I added notes and annotations, and revisited relevant literature for further insights This structured approach ensures a comprehensive review of digital learning methods, emphasizing the importance of tailored resources like online videos for autonomous education.
Step 6: Noting themes when they emerge from the stories
All coded data were systematically reorganized to clarify relationships and identify emerging themes, ensuring the process remained aligned with the research question This step is essential for deriving meaningful insights and maintaining focus on the core objectives of the study By focusing on the research question throughout data analysis, the study effectively highlights key findings related to the central topic, supporting a coherent and targeted narrative.
“what” and “how”, the segments were coded based on the expectations of the participants and their actual learning activities When two segments had the same
19 code, I compared them to see how they were related This allows for re- examining the earlier data in light of the new information
I have collected and synthesized the data, organizing it into three key themes: the early learning stage (pre-school and primary school), the middle learning stage (middle school to high school), and the current learning stage (university) This structured approach provides a comprehensive overview of the developmental progression in education, highlighting key milestones at each phase The categorization ensures clarity in understanding educational experiences across different age groups, enhancing the article's relevance and SEO effectiveness.
Ensuring Trustworthiness
To ensure the trustworthiness of this research, several strategies were employed, aligning with the four criteria of credibility, transferability, dependability, and confirmability
According to Ahmed (2024), building trust and rapport with participants over time is essential for ensuring credibility in research This approach enables researchers to gain nuanced insights into participants' behaviors, experiences, and beliefs, thereby enhancing the reliability and validity of the study outcomes.
Before conducting the interview sessions, I contacted participants to provide them with details about the study and their role, sending a copy of the interview questions in advance to help them prepare This approach fosters trust and builds rapport, encouraging participants to share more openly during the interviews, which results in richer and more comprehensive data collection.
After the data collection and analysis procedures, member checking was conducted, where participants were invited to review the initial analysis and confirm the accuracy of their responses
This study employs thick description to offer a detailed portrayal of the research setting, methods, participants, and the specific context of English language learning in Hanoi This approach helps to justify the study's uniqueness and significance within this particular educational environment.
To ensure research dependability, I thoroughly documented the data collection techniques, procedures, and analysis methods in the methodology section The combination of content analysis and narrative inquiry enabled systematic data categorization and interpretation, enhancing the study's rigor Additionally, all decisions made throughout the research process were recorded to establish dependability and provide transparency regarding potential biases.
Throughout the study, I maintained a journal to document my thoughts, biases, and reflections, ensuring a comprehensive record of the research process I initially developed a detailed research plan outlining each stage in a logical sequence to guide my study effectively Additionally, I recorded challenges encountered during the research and documented the solutions implemented to address them, facilitating continuous improvement and ensuring the study’s success.
This study utilized a qualitative case study approach, combining narrative inquiry and in-depth interviews to gather rich, detailed data Three participants were selected through convenience sampling at a leading university in Hanoi, providing valuable insights Data analysis with content analysis identified key themes relevant to the research objectives To ensure the quality and trustworthiness of the findings, the study implemented measures to enhance credibility, transferability, dependability, and confirmability of the results.
FINDINGS
Early Learning Stage
Trương began his English language education at the age of six, aligning with his formal schooling in first grade This early learning experience was introduced through a pilot textbook program commonly implemented in primary schools throughout Vietnam.
From the outset, Trương developed a natural affinity for English, finding it more intuitive than other subjects like mathematics and Vietnamese While his performance in math and Vietnamese was similar to that of his classmates, his English skills stood out distinctly, highlighting a significant proficiency gap His strong command of English gave him a noticeable advantage in the classroom, demonstrating his exceptional talent in this subject area.
“At first, I realised that English was the only subject in which I performed better than my classmates In subjects like maths and
Initially, I felt that Vietnamese peers were on a similar level, but once I started learning English, I noticed a clear gap between my abilities and theirs This realization motivated me to dedicate more time and effort to studying English, recognizing its importance for my personal and professional growth.
During his early years, Trương's motivation was driven by a desire for immediate gratification through excelling in areas where others struggled His natural aptitude for English, combined with a genuine interest in the language, fueled his passion for learning The sense of accomplishment he experienced from outperforming his classmates in English became a key motivator, inspiring him to continue improving in his studies.
During this stage, Trương had not yet formed clear expectations for his studies or future career, but he envisioned himself as a competent student excelling in English His goal was to improve his English skills, achieve high academic marks, and potentially gain admission to a prestigious middle school, reflecting his early aspirations and academic ambitions.
In order to achieve these goals, he and his family made certain investments in studying English at school and outside school
On the one hand, his approach to learning English did not initially differ substantially from how he approached other subjects, such as Vietnamese and
22 arithmetic, in certain ways Like these subjects, he attended regular classes and supplemented his learning with additional tutoring sessions
Trương significantly improved his English skills by investing in higher-quality resources and dedicated study efforts His first exposure to English started in the classroom, but it was during primary school when he attended a private language center, gaining valuable interaction with native speakers This experience allowed him to access more advanced learning programs beyond the standard school curriculum, boosting his language proficiency.
Tiến was introduced to English at around age five, earlier than Trương, through natural and enjoyable interactions rather than formal education His early interest was sparked by media consumption, such as watching movies, making English a hobby he found fascinating and entertaining During this initial stage, English was driven by curiosity and enjoyment rather than rigorous academic study.
Tiến started learning English at the age of eight when he entered third grade, marking his early exposure to formal education This transition to structured lessons with textbooks introduced a systematic approach to language acquisition The shift from informal exposure to formal instruction provided him with a new perspective on his learning process, laying a strong foundation for his English skills.
Tiến's early English learning journey began at age five, motivated by pure interest and curiosity rather than specific goals He viewed language learning as a daily pastime rather than a skill to master, highlighting the importance of fostering genuine curiosity in language acquisition Starting with no set expectations, Tiến’s experience underscores how intrinsic interest can lay a strong foundation for developing language skills.
Interviewer: “Why did you start learning English at the age of five?”
Tiến: “Mainly because of my interest I was exposed to a lot of real-life materials, possibly through movies, so I learned from that.”
As Tiến advanced to primary school and began formal English education, his perspective shifted due to the structured learning environment Clear benchmarks like grades, tests, and classroom exercises enabled him to assess his progress and compare his abilities with peers This process helped Tiến develop specific expectations regarding his academic performance, fostering a new understanding of his strengths and areas for improvement.
Thanks to his early exposure to English and the foundational skills he developed, Tiến experienced a smooth transition to formal education, gaining confidence and higher expectations His prior knowledge gave him a significant advantage, fueling his belief in his abilities This foundation shaped his imagined identity as a confident and capable student, setting a strong base for his academic journey.
23 to be among the top English performers in his class Specifically, on the grading scale of 10, Tiến aimed to achieve the score of 9.5 or 10 for every English test
Aforementioned expectations and imagined identity influenced how he approached the language at home and at school
Tiến developed a habit of attentive listening and meticulous note-taking, especially focusing on vocabulary, to fully understand each lesson He believed that thorough note-taking and active listening are crucial for building a solid foundation in English His goal was to excel in the subject by ensuring he grasped the material presented in class through careful study and attention.
At home, Tiến actively pursued self-directed learning by supplementing his homework with additional English practice exercises and exposure to real-world materials like books and media He frequently watched television, especially cartoons, which not only provided entertainment but also served as an effective resource for enhancing his listening and comprehension skills through engaging, real-life language exposure.
“In primary school, I mainly learned by watching TV, particularly through cartoon channels, because at that age, everyone loved watching cartoons I often watched Disney Channel or Cartoon Network.”
Tiến actively sought out resources that matched his proficiency level by visiting bookstores to find suitable materials and workbooks As he developed basic internet skills, he also explored online resources, expanding his opportunities to practice and improve his English skills.
Vinh was first introduced to the English language in first grade, with her father, an English teacher, sparking her initial interest Her motivation to learn English was deeply personal, fueled by her desire to earn her father’s approval and affection As she learned basic English words, her interest grew, turning language learning into a cherished hobby Each correct pronunciation brought her a smile from her father and a special moment sitting on his shoulders, reinforcing her motivation Ultimately, her identity as a learner was rooted in being a loving daughter, inspired by her close bond with her father.
Middle Learning Stage
During his middle and high school years, Trương's expectations and envisioned identities began to take shape, despite his specific future plans still being undefined These formative years were crucial in shaping his aspirations and self-perception, laying the foundation for his future endeavors.
As he entered middle school, Trương envisioned a future closely tied to the English language, imagining himself as a competent student and a candidate for a specialized high school This vision significantly boosted his motivation to learn English, leading him to dedicate more time and effort to his studies Though his learning methods remained similar—primarily relying on classroom instruction and extra tutoring—the intensity of his efforts increased, especially in ninth grade During this crucial year, he attended three different English classes with different teachers simultaneously to prepare for entrance exams to an English-focused high school program Unlike his peers, who took fewer English classes and did not share the same goals, Trương invested more time and resources into mastering English, setting himself apart in his academic pursuits.
In middle school, I attended additional classes with three different teachers, which increased the quantity of learning but maintained the same format The main difference was the extended duration and increased effort required, enhancing my overall educational experience.
During this period, Trương adopted a pragmatic learning strategy focused on attending regular classes, participating in supplementary tutoring sessions, and engaging in extensive self-study His developing computer and internet skills limited his ability to independently find and utilize online learning materials, so he relied heavily on resources provided by his teachers To reinforce his understanding, he meticulously reviewed these materials and repeatedly studied classroom lessons, demonstrating a dedicated and focused approach to his education.
As he progressed to high school, Trương envisioned becoming an English major at university, driven by his strong performance and passion for the subject Recognizing that English was his most proficient subject among disciplines like math, physics, chemistry, biology, history, and geography, he believed that further study would enhance his skills Opting to major in English pedagogy, he felt this choice would allow him to utilize his language abilities fully, unlike other fields where his English skills might be underused and weaken over time.
“Now, for example, if I were to study a major at Hanoi University of
Focusing on English pedagogy as a major allows me to leverage my existing strengths and excel in my field Studying science and technology subjects like maths, physics, and chemistry could limit my opportunities to develop my language and communication skills Choosing to major in English pedagogy is a smart decision to make the most of my current abilities and enhance my expertise in teaching languages.
Also during these years, Trương’s imagined future identity began to take shape: He wanted to become an English teacher This is because, initially, Trương
Many individuals, including 26, view the teaching profession as a stable and secure career, especially when compared to jobs in private companies, which are often perceived as less reliable He emphasizes that a teaching career not only offers job stability but also provides opportunities to increase his income by tutoring or teaching at language centers This combination of stability and additional earning potential makes teaching an attractive career choice.
Jobs in the private sector, such as marketing roles within companies, tend to be less stable compared to public sector employment Public sector jobs, especially teaching positions in government-funded schools, generally offer greater job security and stability Working as a teacher in a public school provides a more reliable career path than private company roles in marketing or other industries.
During this period, Trương seized more opportunities to engage with English beyond textbooks by actively exploring online resources for a practical learning experience This shift towards independent and real-world English learning was reinforced by teachers and peers, who emphasized the benefits of passive learning through exposure to authentic language usage.
Trương began learning English by watching carefully selected online videos that focus on advanced topics requiring deep understanding He affirmed that this method not only enhanced his language skills but also boosted his critical thinking and broadened his knowledge Engaging with these videos made his learning experience more immersive, helping him connect with the language in real-life contexts and feel like an active participant in the conversations he observed.
Trương demonstrated a strong commitment to mastering English by participating in IELTS preparation classes during his first year of high school and attending national English competition training in his final years These rigorous, practice-focused activities helped improve his language skills, but he recognized that they could not replace the deep understanding gained through his self-directed and passive learning methods.
During his middle school years, Tiến’s approach to learning English evolved significantly as he was accepted into a prestigious school surrounded by high-achieving peers Recognizing the competitive environment and the proficiency of his classmates, Tiến was motivated to improve his English skills and strive to surpass them This new setting served as both a challenge and an inspiration, pushing him to develop a stronger commitment to mastering the language.
His desire to outperform his peers became a key motivator, though his overall confidence in his English abilities remained strong
“I was admitted to a middle school with quite a high academic standard
Many students excelled at English, which motivated me to improve Despite some being better than me, I believed that with persistent effort, I could surpass them and become a better English learner.
He consistently aimed for high marks, striving to achieve at least 9 out of 10 in class assessments, reflecting his ambition to be a competent English learner This focus on academic excellence was central to his expectations, emphasizing classroom performance as a key indicator of his abilities and dedication to mastering the language.
“As for class tests, I always expected that I would score at least 9 out of
Tiến’s disciplined study habits, developed since primary school, focused on attentive classroom participation and diligent homework completion Recognizing the importance of authentic English materials for effective language acquisition, he actively sought additional resources online, particularly through Facebook groups dedicated to English learning By engaging with these communities, he gained access to valuable practice exercises and recommended resources Tiến also learned from his peers by observing the materials they used, which he either borrowed or purchased to enhance his English studies.
Current learning stage
As a university student, Trương had high expectations for his English studies, anticipating that his programme would challenge and elevate his language skills, particularly through advanced, specialised content He imagined
Trương immersed himself in an environment where English was not only prevalent but also highly practical and complex, exceeding his high school experience However, he found his overall experience somewhat disappointing, as the university's English curriculum, despite extensive use, lacks the depth and practical challenges he anticipated The skills being developed, especially in reading and writing, seem insufficient for the specialized application he expected to master.
Before entering university, Trương aspired to achieve native-like proficiency in English to enhance his capabilities across various interdisciplinary fields His goal was to utilize English not only for daily communication but also as a powerful tool for excelling in both professional and personal pursuits.
At this stage, his envisioned identity is becoming clearer and more specific, as he aspires to be an English teacher specializing in IELTS Writing His goal is to develop strong expertise in both his subject area and related teaching skills, driven by his keen awareness of his language strengths Additionally, his deep interest in critical analysis underscores his belief in it as a vital component of effective writing instruction.
I enjoy reading, understanding, and analyzing different types of information, which are essential skills for effective writing These skills involve critical thinking, deep analysis, and a clear understanding of the prompt's meaning, allowing me to generate ideas and develop strong arguments with supporting points Mastering these abilities enables me to produce high-quality work, and due to my proficiency, I have decided to focus on teaching these valuable skills to others.
Trương aspires to master English and become a highly skilled educator specializing in academic writing His confidence in his writing abilities, supported by consistent strong performances, fuels his ambition With a talent for analytical thinking, he excels at reading, understanding, and interpreting diverse information—skills that align perfectly with the demands of IELTS Writing This realization has strengthened his decision to focus on this area, as he believes his natural aptitudes will enable him to excel as an IELTS instructor and guide students effectively.
He prefers to work as an IELTS writing instructor at a private English language centre, viewing it as beneficial for his long-term career growth He aims to develop skills that will enable him to eventually teach larger classes in schools or other educational institutions Working at a language centre is seen as an ideal way to gain essential pedagogic experience for future professional advancement This experience is especially valuable considering the opportunities available in public and other educational sectors.
33 schools, typically prefer to recruit more experienced teachers and tutors rather than university students like himself
Trương’s self-awareness has profoundly impacted his approach to learning English, recognizing that achieving fluency requires more than basic proficiency He understands the importance of conveying complex ideas clearly and effectively, which motivates his dedicated efforts to improve his language skills beyond traditional classroom settings His learning strategy combines passive and active methods, enabling him to engage with English in enjoyable ways that also align with his broader intellectual interests, ultimately enhancing his overall language mastery.
Trương enhances his English skills by immersing himself in curated content on history and geography, including articles and videos from reputable sources This passive learning approach enriches his vocabulary and deepens his understanding of global issues, fostering critical reading and analytical thinking skills These competencies are essential for mastering IELTS Writing and effective teaching, making his method both practical and impactful for language proficiency development.
“If I want to explore information on geography or the cultures of various countries, I typically turn to sources such as Insider or Business Insider
For content related to daily life, I primarily rely on news channels and current affairs platforms such as BBC, CNN, CNBC News, and ABC
Western news sources cover a wide range of topics, including politics, religion, education, and entertainment This diverse coverage exposes me to a broad array of subjects, some of which align with my interests while others do not As a result, I often find it challenging to focus solely on the topics that interest me.
Trương actively seeks out opportunities to practice his English, especially in conversational settings, to improve his fluency and natural communication skills Recognizing the importance of these skills for his future role as an educator, he utilizes online platforms to interact with native English speakers These interactions not only enhance his linguistic competence but also broaden his cultural understanding, both essential for connecting effectively with students from diverse backgrounds.
Practicing communication with native speakers offers significant advantages for language learners Despite having a solid foundation in English, many learners initially feel discomfort and hesitation during conversations with native speakers, similar to anxiety when approaching strangers However, increased interaction over time helps to reduce this anxiety, enabling learners to use English more naturally and confidently in real-life conversations.
This gradual exposure and increased practice allowed him to gain confidence and use English more fluently and naturally
Trương is dedicated to his career development by implementing effective studying strategies He works at an English center specializing in IELTS preparation in his city, where he actively participates in educator training sessions These sessions enhance his teaching skills, classroom management techniques, and understanding of IELTS exam requirements Demonstrating a proactive attitude, Trương consistently seeks feedback and refines his teaching approach, showcasing his commitment to professional growth and future success in English education.
Trương's envisioned identity as a capable and analytical English teacher has fueled his educational journey, inspiring him to go beyond merely acquiring language skills His goal is to becoming a professional who can effectively guide others through the complexities of English, especially in writing This clear vision motivates him to dedicate time and resources to self-directed learning and practical experience, ensuring he is well-prepared to achieve his professional aspirations.
Trương is dedicated to becoming an inspiring educator who not only imparts knowledge but also motivates students to excel in their language learning journeys As he continuously refines his skills and expands his knowledge, his current efforts reflect his strong commitment to this goal He diligently aligns his learning activities with his vision of embodying a professional identity rooted in inspiring and empowering learners for future success.
Tiến, a university student majoring in English pedagogy, is in the process of developing his expectations and envisioned identity Unlike Trương, his career aspirations are less defined, with his primary focus being to excel academically during his university years He remains uncertain whether to pursue further studies or enter the workforce immediately after graduation Regardless of his decision, there is a clear need for him to improve his English proficiency to achieve his goals.