Author(s)

Ruijin Lan¹, Chunshou Lan^2*

¹Concord University College, Fujian Normal University, Fuzhou, China.
²College of Foreign Languages, Fujian Normal University, Fuzhou, China.

The implementation of group learning in university EFL teachers’ classrooms in China has involved students in learning more academically and socially. It is a reaction to the EFL curriculum reform and a reaction to the rapid development of information technology as well. In the light of the previous studies on group learning and learner identity construction, the purpose of the present study is to report on university EFL learners’ perception of the relationship between group learning and their EFL learner identity construction. A qualitative survey study was conducted by randomly selecting nine university EFL learners for in-depth interviews about their experiences in that particular group learning context. Grounded theory procedures that involve open coding, axial coding, and selective coding were used to analyze the data gathered through interviews so as to identify the categories and findings. The results reveal that group learning employed in EFL teaching at universities has the practical value of facilitating EFL learners to construct the identity as learners with higher learning motivation, better critical thinking skills, more skilled at group cooperation or collaboration, and more aware of getting focused in learning.

Group Learning, University Students, EFL Learner Identity, Identity Construction

Lan, R. and Lan, C. (2022) Group Learning and University Students’ EFL Learner Identity Construction: A Multiple Case Study in China. Open Journal of Modern Linguistics, 12, 399-413. doi: 10.4236/ojml.2022.124028.