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

Fuhui Tong, Yue Min, Yi-chun Liu and Haitao Guo

Asian Journal of Education and Training, 2017, vol. 3, issue 2, 135-146

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.

Keywords: Self-identity; College students; Chinese-speaking English learners; Exploratory factor analysis. (search for similar items in EconPapers)
Date: 2017
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Citations: View citations in EconPapers (2)

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