Imagined Identity and Investment in English Pronunciation Learning Among English Learners

This qualitative case study examined the impacts of learners’ imagined identity on investment by analyzing English pronunciation learning journey among three English major students in China. The results indicated that the participants' investment choices at different learning stages were influenced by their diverse imagined identities, which were shaped by specific social and personal factors. However, the limitation in imagined identities as test-machine led to the neglect of English pronunciation learning, while the extension of imagined identities like a good English pronunciation learner and teacher encouraged further investment to be made in senior high school and university. Additionally, participants' imagined identities may function as a potent motivator for action, allowing them to execute investments accordingly across diverse learning contexts. Nonetheless, various personal and contextual factors hindered English pronunciation learning investment. Drawing from the findings, several practical pedagogical implications and recommendations for future studies are proposed to advance the domain of foreign language learning and teaching.