Exploring Omani ESL Learners’ Identity Construction in a Study Abroad Context

Abstract

The aim of this study is to explore ESL Omani learners’ identity construction in a Study Abroad [SA] context. Identity in this study is defined as how a person understands his or her relationship to the world, how that relationship is constructed across time and space, and how the person understands possibilities for the future (Norton, 2000). The data collection method is structured interviews which were recorded and transcribed. The study started with interviewing 6 participants, but based on purposeful sampling in qualitative research (Creswell, 2007), two participants were selected because they represent the phenomenon from two opposite perspectives. The findings indicate that language learners' identity is multiple, a site of struggle, and subject to change across time and space. Talking about their identity in the past, both learners agreed that they lacked a strong foundation in English because of the system and teachers back in Oman. Their experience in a SA context has been shaped by their previous expectations, the extent of mutual engagement and developing a 'third space' in the new environment. On the other hand, their perception of themselves affects how they see their future. The study ends with some recommendations to Omani government, host universities and learners themselves.