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

Authors

  • Fuhui Tong Department of Educational Psychology Associate Director, Center for Research and Development in Dual Language and Literacy Acquisition Texas A&M University College Station, TX, USA
  • Yue Min Department of Educational Psychology Texas A&M University College Station, TX, USA
  • Yi-chun Liu Department of Applied Foreign Languages Chia Nan University of Pharmacy and Science Taiwan
  • Haitao Guo College of Mass Communication, The Center for Media and Social Changes Shenzhen University Shenzhen, China

DOI:

https://doi.org/10.20448/journal.522.2017.32.135.146

Keywords:

Self-identity, College students, Chinese-speaking English learners, Exploratory factor analysis.

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.

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Published

2017-12-25

How to Cite

Tong, F., Min, Y., Liu, Y.- chun, & Guo, H. (2017). Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study. Asian Journal of Education and Training, 3(2), 135–146. https://doi.org/10.20448/journal.522.2017.32.135.146

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Section

Articles