Speakers
KEYWORDS
English-Speaker Identity
Technology
Multimodal Analysis
Korean English Learners
ABSTRACT
Amidst a rapidly advancing technological landscape, the importance of English for personal and professional growth has significantly shaped how learners construct their identities as English speakers in South Korea. Within the broader context of English as a medium for aspiration and upward mobility, this study examines how Korean English language learners perceive themselves in relation to technological tools such as Papago and ChatGPT. It investigates how 60 Korean undergraduates construct their English-speaker identities and communities through drawings and narratives, employing a multimodal analysis to explore the interplay between graphic representations and written accounts (De Fina, 2003; Jewitt, 2009; Kress, 2010). Central to this inquiry are the concepts of agency and autonomy, as learners navigate choices in leveraging technology to set goals, monitor progress, and envision their roles within global English-speaking communities. Findings reveal how learners use visual and narrative elements to articulate their perspectives on English learning, imagined identities, and the role of technology in these processes. This study underscores the critical role of technology in shaping not only learners’ language skills but also their evolving sense of self, offering valuable insights for educators and researchers seeking to foster empowered and independent English language learners.
| TITLE | Korean English Learners’ Shaping of Identities in a Technological World |
|---|---|
| RELEVANT SIG | Computer Assisted Language Learning (CALL) |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
| First-time presenter? | First-time presenter |
