Re-understanding Indonesian student mobility: Intricate entanglements of identity formation and language learning

Thoyib, Muhammad Edy ORCID: https://orcid.org/0000-0003-2099-1289, Degaf, Agwin ORCID: https://orcid.org/0000-0001-8551-0867, Rofiq, Zainur ORCID: https://orcid.org/0000-0003-4723-1175 and Humairoh, Jihan Al (2025) Re-understanding Indonesian student mobility: Intricate entanglements of identity formation and language learning. LLT Journal: A Journal on Language and Language Teaching, 28 (2). pp. 746-766. ISSN 2579-9533

Text 24416.pdf - Published Version Available under License Creative Commons Attribution Share Alike. Download (406kB)

Abstract

The impact of globalization on higher education, understood as the increasing interconnectedness of academic systems, student mobility, and the circulation of knowledge across borders, has shaped students’ experiences of Studying Abroad (henceforth SA) and influenced their identity formation. This study explores the aspirations and challenges of the alumni of the student mobility program held by the Ministry of Religious Affairs (MORA) called MORA Overseas Student Mobility Awards (MOSMA), focusing on how they navigate identity in diverse cultural and linguistic settings throughout their SA journeys. Utilizing a narrative inquiry approach with a qualitative orientation, the research draws on Darvin and Norton’s model of language, identity, and investment. The data were collected through semi-structured interviews with four Indonesian SA students from three Islamic universities in East Java, ensuring representation of diverse perspectives. Thematic analysis was conducted to identify their aspirations, struggles, and identity negotiations. Results indicate that SA supports the acquisition of cultural, social, and linguistic capital but requires negotiation of identities when facing insecurities related to language use and integration into foreign cultures. The interplay between language learning and identity formation is complex, often shaped by unequal power relations in these contexts. Upon return, the students also participated in additional identity negotiations as they reconciled the SA-transformed self with pre-SA roles, synthesizing global experiences not consistently valued in home settings.

Item Type:	Journal Article
Keywords:	identity formation; language learning; narrative inquiry; study abroad
Subjects:	13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified
Divisions:	Faculty of Humanities > Department of English Language and Letters
Depositing User:	Dr. Agwin Degaf
Date Deposited:	22 Sep 2025 10:59

Downloads

Origin of downloads

Actions (login required)

View Item