Published
2017-12-25
Issue
Section
Articles
How to Cite
Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study
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.