Browsing by Author "Satardien, Sameer"

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    Identities and Language Learners: A Case Study of English Language Learners in Saudi Arabia
    (University of the Witwatersrand, Johannesburg, 2023-08) Satardien, Sameer; Fouche, Illse; Mendelowitz, Belinda
    This study has been conducted in order to ascertain the ways in which learning English may impact the identities of Saudi Arabian learners. Few studies have concentrated on identity in English language learning by Arabic-speaking students and learners living in an Arabic-speaking country. The study addressed this gap by considering how Arabic-speaking native learners learning English view and construct their identities. It employed Norton‟s (2000, 2013) sociocultural view of identity as fluid and evolving over time. The study also used Taylor‟s (2010) quadripolar model of selves. The research is based on a qualitative case study approach. The data were gathered via two online interviews and two narrative texts from three male participants and two narrative writing texts from two female participants. Data triangulation was ensured to attain trustworthiness. The data provided interesting results, showing that my participants presented shifting and bicultural identities. Furthermore, the study showed how some of my participants fell into Taylor‟s (2010) model and shifted between selves. It indicated that my participants‟ identities were not static, but instead evolved based on the situations they found themselves in. The study also revealed my participants‟ positive and negative experiences when learning English; and how they stayed motivated owing to their high level of investment and agency in learning English. The limitations of the study were the short time period for data collection as well as the constraints of the Covid-19 lock-down. I also had to conduct all interviews on Zoom and correspond with my participants via WhatsApp. In addition, owing to restrictions placed by the participants‟ school, I could not conduct any video interviews, or record the interviews. The chief recommendation derived from the study is that teachers should foster an inclusive learning environment in which students feel free to express their identities and interests. In addition, gender dynamics in a classroom should be considered, as should the dimension of affect in language learning in a Saudi Arabian context. This area of research would benefit from further research exploring and ascertaining whether online affinity groups could be included in curricula in a Saudi Arabian English-learning context.