Language Identity in EFL Learners: A Sociolinguistic and Psycholinguistic Perspective

Abstract

This study examines the concept of language identity among learners of English as a Foreign Language (EFL), focusing on how linguistic, cultural, and psychological factors shape learners’ sense of self. As English continues to function as a global lingua franca, EFL learners increasingly navigate between their native linguistic identity and the identity associated with English. Drawing on sociolinguistic and psycholinguistic frameworks, this research explores how language identity influences motivation, participation, and communicative behavior. A qualitative analytical approach is adopted to investigate the dynamic relationship between language learning and identity formation. The findings reveal that EFL learners often experience identity negotiation, where they balance their native cultural identity with the demands of English communication. This process can both facilitate and hinder language learning, depending on the learner’s attitudes and environment. The study concludes that recognizing and supporting learners’ language identity is essential for effective language education.