IDENTITY, MOTIVATION, AND INVESTMENT IN SECOND LANGUAGE ACQUISITION: A COMPARATIVE CASE STUDY OF TWO ADOLESCENT ENGLISH LEARNERS

Abstract

The paper examines two adolescent English language learners whose language learning trajectories differed considerably despite achieving high levels of proficiency. Drawing on theories of identity, motivation, investment, self-efficacy, and acculturation, the study analyzes how personal characteristics and social environments shaped second language acquisition. The findings suggest that successful language learning may emerge through multiple pathways, including self-directed immersion and socially mediated interaction. Pedagogical implications for English language teaching are discussed.