Identity Construction Of Chinese EFL Learners In The Cross-border Writing Feedback Exchange Program

Among L2 learning studies,the topic of EFL learner' s identity is gaining increasing popularity.A number of researches related to identity construction of EFL learners are mainly in both the L2 learning environment and the target language environment,with solid theoretical basis and empirical research support.However,researches on identity construction of Chinese EFL learners in the process of interacting with native speakers based on Internet platform are insufficient.In order to comprehensively reveal identities of Chinese EFL learners in L2 learning,the present study aims at exploring Chinese students' identity construction in the participation in the cross-border writing feedback exchange program,three research questions are put forward:(1)What identities are involved in Chinese EFL learner' s participation of a cross-border writing feedback exchange program?(2)In what aspects is Chinese EFL learners' identity construction revealed in the cross-border writing feedback exchange program?(3)How do Chinese EFL learners construct their identities in participating in the cross-border writing feedback exchange program?To answer the three research questions,based on the data from the interaction between the four Chinese participants and the American students in the cross-border writing feedback exchange program,the present study adopts discourse theory to explore the discursive construction of EFL learners' identity in and through their English learning experience.This study identifies the discursive strategies of establishing oppositions and differences that the students adopted in identity construction when they were interacting with American students.As the findings of this study suggest,the Chinese EFL learners' identities in the interaction were multiple and changing,and they constructed their identities as EFL learner at the language level,as author at the writing level and as Chinese at thecultural level by establishing differences and oppositions in the discourse.The study can provide implications for Chinese EFL learners on English writing.From the aspect of EFL learners,firstly,Chinese students should be confident when interacting with American native speakers and critically evaluate the feedback given by the American students.Secondly,Chinese English learning students should change the focus in writing correction,laying more stress on the macro level of the content and organization of the writing.Thirdly,Chinese students should pay more attention to the communicative function of writing and improve reader awareness.