This study explores the dynamic processes of identity construction among English language learners (ELLs) within online communities, including digital platforms such as online gaming environments and social forums. Drawing on sociocultural theories of identity, the research examines how ELLs negotiate their linguistic and cultural identities through interactions in these virtual spaces. By analyzing qualitative data from participant observations, interviews, and discourse analysis, the study reveals how these digital environments foster opportunities for authentic language practice, cultural exchange, and identity exploration. The findings highlight the role of online communities as informal yet powerful contexts for language acquisition, where learners navigate linguistic challenges, build confidence, and construct multifaceted identities. Furthermore, the study discusses the potential of leveraging these digital spaces as innovative tools for language teaching, offering insights for educators to design culturally responsive and engaging pedagogical approaches that harness the affordances of online platforms to support ELLs’ linguistic and identity development.
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Khany,R and Barzan,P . (2025). Identity Construction among English Learners in Online Communities. Language, Identity and the Digital Realm, 1(4), 47-62. doi: 10.22034/lidr.2025.2065372.1012
MLA
Khany,R , and Barzan,P . "Identity Construction among English Learners in Online Communities", Language, Identity and the Digital Realm, 1, 4, 2025, 47-62. doi: 10.22034/lidr.2025.2065372.1012
HARVARD
Khany R, Barzan P. (2025). 'Identity Construction among English Learners in Online Communities', Language, Identity and the Digital Realm, 1(4), pp. 47-62. doi: 10.22034/lidr.2025.2065372.1012
CHICAGO
R Khany and P Barzan, "Identity Construction among English Learners in Online Communities," Language, Identity and the Digital Realm, 1 4 (2025): 47-62, doi: 10.22034/lidr.2025.2065372.1012
VANCOUVER
Khany R, Barzan P. Identity Construction among English Learners in Online Communities. LIDR. 2025;1(4):47-62. doi: 10.22034/lidr.2025.2065372.1012
