This study investigates perceived identity changes among Chinese international students in Japan, focusing on their experiences in acquiring English and Japanese language skills. A diverse group of 166 undergraduate participants (64 male, 102 female) from various academic disciplines across Japan participated in the research. A comprehensive questionnaire was administered to evaluate six types of identity changes: self-confidence, additive, subtractive, productive, split, and zero changes. The questionnaire consisted of 42 items (21 for English learning, 21 for Japanese learning), utilizing a 6-point Likert scale along with an open-ended question for each language.
Quantitative data analysis was performed using SPSS 29.0, employing independent samples T-tests and Spearman correlation analysis. Gender was found to have no significant impact on identity change in either English or Japanese language learning. Distinct identity change patterns were observed between English and Japanese language learning in additive, subtractive, productive, and zero changes. Zero change was most reported in English learning, with subtractive change being the least. In the context of Japanese learning, participants exhibited the highest scores for additive change and the lowest for split change. These findings offer valuable theoretical and pedagogical insights, shedding light on perceived identity changes among Chinese international students in Japanese higher education settings.

Authors:
Jiale Lu, Waseda University, Japan

About the Presenter(s)
Jiale LU, a PhD candidate specialized in Applied Linguistics from Waseda University, Tokyo Japan. Her current research interest focuses on EFL learners’ motivation and identity changes.

Connect on ResearchGate
https://www.researchgate.net/profile/Jiale_Lu2

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