Self-identity and imagined communities in chilean adult learners of english as a foreign language

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dc.contributor.advisorVéliz Campos, Leonardo
dc.contributor.authorRenee Flores, Diandra
dc.contributor.editorFacultad de Educación y Ciencias Sociales
dc.date.accessioned2024-04-15T15:49:16Z
dc.date.available2024-04-15T15:49:16Z
dc.date.issued2019
dc.descriptionTesina (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
dc.description.abstractThe present study explored self-identity in Chilean adult English language learners. The aim was to gain insights into their construction and negotiation of identity through the analysis of narratives about their views and perceptions of English language learning. The research is framed by principles of qualitative research and data was collected by means of a process of narrative inquiry. The narratives were elicited by semi-structured questions along with unstructured questions that arose during the conversations.  The qualitative data were analyzed thematically. The following themes emerged from the analysis: globalization and the internet, EFL education in Chile and imagined communities. The findings revealed that Chilean adult learners’ identity as well as their personal and professional lives have been shaped by the impact of globalization and English as a global language. Their early education EFL classes was not sufficient in enabling them to speak with confidence when adults, and they view their future selves having more access to the world in travel, competing in the job market and having more freedoms.
dc.identifier.urihttps://repositorio.unab.cl/handle/ria/55977
dc.language.isoes
dc.publisherUniversidad Andrés Bello
dc.subjectInglés
dc.subjectEnseñanza
dc.subjectHablantes Extranjeros|
dc.subjectChile
dc.titleSelf-identity and imagined communities in chilean adult learners of english as a foreign language
dc.typeTesis
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