This article reports on a qualitative study that explored language socialization through an oral academic presentation in an EFL environment. Drawing from the notions of language socialization (Ochs & Schieffelin, 2011) and Community of Practice (Lave & Wenger, 1991), this paper sought to understand how learners negotiate their competence, as well as their identity in the oral academic activity. The participants were twenty-five student-teachers majoring in the English language at one Thai public university. Data were collected from classroom oral academic presentation transcript, multiple semi-structured interviews, classroom video-taped, and field notes. Results of data analyses pointed out that participants negotiated and constructed their identity in three main themes: (a) constructing their identities through epistemic stance, (b) through being passive and resistant learners, and (c) struggling sense of membership in an oral academic presentation. The findings also reflected that learner's identity in this study is a dynamic process involving many pedagogical factors, incidences, and the classroom environment. These pedagogical factors, as well as implications and considerations for future research, are discussed in the article.


Identity, Language Socialization, Oral Academic Presentation, Qualitative Study

Author Bio(s)

Remart Dumlao is a university foreign lecturer at Muban Chombueng Rajabhat University, Thailand. His recent works were published at international preferred journal such as Indonesian Journal of Applied Linguistics, International Journal of Instruction, Journal of Intercultural Communication, among others. His research interest includes qualitative studies in teacher education, critical discourse analysis, and multidimensional analysis. Correspondence regarding this article can be addressed directly to: dumlaoremart25@gmail.com.


I would like to thank Dr. Nopithira Jawaut, Dr. Thiti Nawapan, and Mr. Thiraphong “Mossaugust” Chamkhum for their valuable insights on this paper.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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