The Impact of English Language Learning on Identity Reconstruction: Moroccan English Department Undergraduate Students as a Case Study

El Bahri Oussama; Souhail Asma; Darir Hassane

doi:10.59573/emsj.7(3).2023.40

Authors

El Bahri Oussama
Souhail Asma
Darir Hassane

DOI:

https://doi.org/10.59573/emsj.7(3).2023.40

Keywords:

identity reconstruction, English language learning, university students, learner identity, non-native

Abstract

Identity reconstruction is a complex process in which people develop a perception of themselves and their surroundings. There are many factors that affect this process and influence its development; including language learning. The impact of the amalgamation of language learning and identity “reconstruction” can be visibly noticed in the majority of learning environments. This aspect is even more apparent in Morocco, a country with a multilingual education policy. In order to further examine this phenomenon, the present paper aims to investigate the influence of English language learning on identity reconstruction of the English department students at Cadi Ayyad University as a case study using focus group interviews as a data collection tool.

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