English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

This article reports the findings of a descriptive case study that analyzed how unfair social relationships established in an EFL (English as a Foreign Language) classroom influenced a group of adolescent English language learners’ academic investment and identity construction at a school in Bogotá, Colombia. Data associated with students’ social behaviors and identities were collected through field notes, a questionnaire, and an interview. Norton’s theory of identity and investment served as the basis to analyze the data from a social perspective. Three main findings emerged from the data: First, EFL learners identified themselves as high investors and low investors in their learning, depending on their own opinions about the usefulness of English in their lives. Second, power relationships based on domination and oppression reduced productive investment in the classroom. Third, some high investors resisted unfair relationships of power by investing through collaborative learning. Consequently, participants created diverse English learners’ identities (dominant, submissive, resistant, and productive), which influenced their academic investment negatively or positively.

English Learners’ Identity Formation as Low and High Investors in their Learning Process