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This case study investigates the identity formation of two Japanese female English majors in Japan. In documenting and understanding how their identity formation as English users unfolds, we turned to theories on ideologies and English imperialism. In particular, we concentrated on how particular chronotopes give rise to particular constructure to identify classroom and interactive aspects conducive to English learning. It was discovered how community formation shaped by in-class discourse is crucial, impacting the formation of positive self-image as an English user. There is also an undercurrent of public discourse that can conflict and impede the realization of a competent English user identity. Given the ubiquitous and inconspicuous nature of public discourse, eradicating negative perception is challenging, but teachers’ high expectation toward the students in the form of numerous, challenging tasks along with positive feedback allowed students to reimagine their English user identity.

(Re)Imagining oneself as an English user: identity formation of Japanese English learners