Beliefs and identity formation: a case study of three English learners in China

This paper presents a case study of three Chinese English major students’ experiences of English pronunciation learning from primary school to university, paying close attention to how their beliefs and identity changed throughout time and space. Drawing on the data from written narrative as well as interview, the study revealed that the participants’ English pronunciation learning beliefs both static and dynamic influenced by specific contexts as well as imagined identities. It was also found that their English pronunciation learner identities and beliefs were intricately linked and changed across time in a complex manner as well as influence with each other in bi-directional way. Based on the results, a few recommendations and pedagogical implications for future studies are proposed to broaden the scope of English pronunciation learning and teaching.