Reclaiming Identity and Motivation for Adult EFL Learners' English Learning Narratives

Abstract

This study aimed to explore how adult English as a Foreign Language (EFL) learners construct their motivation and identity through personal narratives of language learning. Addressing a gap in the literature, it contributes original insight into the emotional and identity-related dimensions of English learning among adults outside formal academic settings. The study employed a narrative inquiry approach, using Riessman’s thematic narrative analysis as the conceptual and analytical framework. Three adult learners participated in in-depth, semi-structured interviews in which they recounted their English learning journeys, revealing key turning points, emotional struggles, and self-perceptions. The findings revealed three central themes: Rediscovering Myself through English, Struggling against Shame and Fear, and English as a Tool for Self-Empowerment. These themes demonstrate that English learning is not only linguistic, but also deeply personal and transformative, involving the reconstruction of identity and recovery from past educational trauma. The study concludes that narrative inquiry offers a powerful lens for understanding adult learner motivation in complex, human-centered ways. Implications include the need for more emotionally responsive pedagogy, identity-affirming classroom practices, and further research into adult learners’ longitudinal experiences across diverse learning contexts.