Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study Academic Article uri icon

abstract

  • The purpose of this study is two-fold. First, we explored the psychometric properties of a self-identity change instrument that was previously developed for English learning college students in China. Second, using this instrument, we examined participants self-identity change related to gender, major, and years of English learning. A total of 273 undergraduate students from two adjacent geographic locations (Taiwan and mainland China) participated in a paper-based survey. Exploratory factor analysis (EFA) revealed five sub-scales that were mainly consistent with the original version. However, the EFA also suggested exclusion of one item, multi-dimensionality, and room for improvement of this instrument regarding item reliability. Inferential statistics revealed that (a) students in Taiwan exhibited a higher self-confidence change as compared to their mainland peers; (b) English and bilingual science majors underwent higher change in additive and subtractive bilingualism, followed by art and humanity majors; (c) for bilingual majors, those who started learning English prior to grade 3 were better able to switch between two identities than those who started in middle school and beyond; and (d) gender is not a significant predictor of identity change. Discussion was contextualized within educational policy and practice regarding English learning and bilingual education in these two locations.

published proceedings

  • Asian Journal of Education and Training

author list (cited authors)

  • Tong, F., Min, Y., Liu, Y., & Guo, H.

complete list of authors

  • Tong, Fuhui||Min, Yue||Liu, Yi-chun||Guo, Haitao

publication date

  • January 2017