“I think my accent is the way I am”: how East Asian international students describe themselves as foreign-accented speakers

Abstract

Purpose

This study explores how second language (L2) East Asian international students at an Australian university describe themselves as foreign-accented speakers and develop a new L2 identity within a sociolinguistic landscape that reinforces hierarchies between first language (L1) and L2 speakers.

Design/methodology/approach

Drawing upon van Manen’s (2016) hermeneutic phenomenology, this study employs a qualitative-dominant mixed methods approach. An initial survey with 306 participants informed subsequent phenomenological interviews with five students, enabling a comprehensive exploration of their L2 identity construction.

Findings

The analysis revealed four themes: being proud to be L2 speakers, the value of having L2, complex attitudes towards foreign accents, and miscommunication as natural. These findings underscore the importance of critical engagement with evolving L2 identity and highlight the role of university interventions in fostering students' agency, which aids their successful transitions to host institutions.

Originality/value

This study addresses a gap in existing research by exploring how L2 students develop a new L2 identity beyond the challenges of language proficiency. It emphasises the significance of contextualising their experiences within the broader sociolinguistic landscape, offering insights that contribute to a better understanding of L2 identity construction among international students.

Citation

Park, E., Hodge, S. and Klieve, H. (2024), "“I think my accent is the way I am”: how East Asian international students describe themselves as foreign-accented speakers", Qualitative Research Journal, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QRJ-08-2024-0181