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

Author

Listed:
  • Fuhui Tong
  • Yue Min
  • Yi-chun Liu
  • Haitao Guo

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.

Suggested Citation

  • Fuhui Tong & Yue Min & Yi-chun Liu & Haitao Guo, 2017. "Measuring Self-Identity Change Related to English Language Learning and Bilingual Education among Chinese-Speaking College Students: An Exploratory Study," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 3(2), pages 135-146.
  • Handle: RePEc:aoj:asjoet:v:3:y:2017:i:2:p:135-146:id:306
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    Cited by:

    1. Haitao Guo & Fuhui Tong & Zhuoying Wang & Yue Min & Shifang Tang, 2018. "English- vs. Chinese-Medium Instruction in Chinese Higher Education: A Quasi-Experimental Comparison," Sustainability, MDPI, vol. 10(11), pages 1-17, November.
    2. Fuhui Tong & Zhuoying Wang & Yue Min & Shifang Tang, 2020. "A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand?," SAGE Open, , vol. 10(2), pages 21582440209, May.

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