"IF WE CAN'T MASTER ENGLISH, IT'S A SHAME": MILLENNIAL UNIVERSITY STUDENTS' IDENTITY AND INVESTMENT IN ACQUIRING ENGLISH

128 “IF WE CAN’T MASTER ENGLISH, IT’S A SHAME”: MILLENNIAL UNIVERSITY STUDENTS’ IDENTITY AND INVESTMENT IN ACQUIRING ENGLISH Hagung Yudistira Utomo1, (English Literature Department, Faculty of Social Sciences and Humanities, University of Pakuan, Bogor, Indonesia) [email protected] / (+62) 812-9695-7532 Christine Manara2, (Doctoral Program of Applied English Linguistics, Faculty of Education and Languages, Atma Jaya Catholic University of Indonesia, Jakarta 12930, Indonesia) Abstract Academic success, career advancement, and global citizenship require English. This study examines university students' views on English's value and motivation to learn it. This study also examines academic, professional, personal, and cultural English learning motivations. Qualitative research used in-depth interviews to analyse student narratives. Seven Bogor private university millennial English majors volunteered for interviews. Post-transcription interviews were analysed. Interview themes were examined using thematic analysis. According to the study, English is essential for professional, educational, and personal growth in the globalized world. Study: university students need English proficiency. English multilingualism has strengthened international identities. Keywords: Globalization, English as a Lingua Franca, Multilingual identity, Linguistic capital, Qualitative research. INTRODUCTION English is a global, universal language that affects academia, business, technology, and culture (Darvin and Norton, 2018). This influence warrants studying its effects on university students (Zhang, 2023; Vasilopoulos, 2015). This interconnected world makes English a powerful lingua franca, facilitating crosscultural interactions, academic exchanges, and international collaborations, according to Moga (2020). This research examines how university students view English in their lives and why they choose to learn it. English proficiency has become an essential tool for academic success, career advancement, and engagement in a globalized society. Language mastery involves many complex language attitudes rooted in personal, cultural, and social factors (Norton et al., 2020). English impacts university students' emotional, cultural, and practical lives. In an increasingly diverse and intercultural world, language attitudes can reflect identity, aspirations, and a sense of belonging, according to Suwartono (2011). Furthermore, understanding why university students learn English is crucial. These motivations include career goals, academic requirements, personal interests, and global awareness. These drives can illuminate language acquisition complexity and higher education language learning dynamics (Darvin and Norton, 2018; Alshammari, 2018). 129 Previous studies have shown the importance of English in society, especially for students. Anggraini et al. (2023) found that many students were motivated to learn English because of its perceived benefits to academic performance and career prospects. Mushtaque et al. (2022) examined ESL students' investment habits. The findings suggested several ways to understand students' English habits and help them achieve their goals. Identifying students' investment practices, assessing investment levels, and assessing investment efficacy. Mushtaque et al. (2022) added that these investment practices significantly impact students' language proficiency and goal achievement. Teachers should analyze students' academic progress using different investment strategies, identify areas for improvement, and develop investment strategies to improve students' investment habits. Finally, students' investment practices must be evaluated regularly. These previous studies did not address how learners' individual motives were informed and/or interacted with ideological forces outside classrooms. Thus, exploring these intangible forces—past ideology, current perspectives and attitudes, and aspirations of living in a globalization era—can help explain how individuals interact with these forces to shape their imagined identity as English users. In the light of understanding students’ investment in English language acquisition, this research addressed two primary research questions: 1) What do university students think of English in their present and near future lives? and 2) How do these perceptions and their engagement with English speaking communities inform their drives to acquire English? This study delved into students’ perspectives, attitudes, and emotional connections with English across academics, personal life, and cultural contexts. The questions also explore students’ academic, career, personal, and cultural motivations for learning English. The notion of investment and language identity in Second Language Acquisition Drawing on Bourdieu’s (1991) ideas, Darvin and Norton (2018) conceptualize investment as the link between a learner’s motivation and their commitment to learning a language, both in educational contexts and wider communities. Moga (2020) adds that this investment is shaped by learners’ interactions with peers who use or are learning the target language. As learners acquire a new language, they continuously build and negotiate their identities, deciding which roles they wish to adopt in specific contexts. Darvin and Norton (2018) emphasize that language learning investment involves setting goals, practicing regularly, and shaping identities through social relations and power structures. Such investment also entails dedicating time, effort, and financial resources. Anggrai et al. (2023) note that English learners devote these resources expecting to gain valuable benefits, though the level of investment depends on their background, motivation, and environment. Moreover, Darvin and Norton (2018) stress that language learning is tied to access to economic, cultural, and social capital, offering learners potential gains in social influence and cultural authority. However, Norton and Toohey (2011) caution that not all investment stems from motivation, as factors like discrimination, marginalization, and unequal power relations can hinder learners’ willingness to engage. These barriers can limit access to 130 learning opportunities. Nonetheless, learners often invest because they believe English proficiency will bring symbolic benefits (such as education, employment, and social networks) and material gains (like income and property) (Norton et al., 2020). Norton also defines identity as individuals’ evolving understanding of themselves in relation to the world. Identity shapes learners’ motivation, engagement, and performance in language learning. Positive identities foster confidence, participation, and improvement, while negative ones may lead to disengagement. Because language learning and identity are interrelated, educators must use diverse teaching approaches and help students explore identity positions that support social interaction and learning (Norton, 2018). Previous studies on Second language identities Jaidev (2022) explored the experiences of three Saudi students—Mohamet, Firdaus, and Ahmet—who participated in an intensive English program in Singapore. Mohamet had taken additional English courses, Ahmet had previously studied English in Singapore, while Firdaus had six years of English learning in Saudi Arabia but with limited speaking practice. According to Darvin and Norton (2018), achieving proficiency in English requires strong commitment. However, the absence of Arabic speakers and the need to adapt to unfamiliar social and cultural environments left the students feeling disoriented (Jaidev, 2022). Darvin and Norton (2018) also emphasize that identity must be understood within existing social power structures. Teng (2019) examined how identity, once seen as an individual aspect of learning, has become central in EFL research. Teng argued that identity is closely tied to community and shifts as communities change, making it fluid, complex, and sometimes contradictory. Over the past decade, identity and investment in EFL have gained attention because learners adopt different social roles. Teng found that learners prioritize practicality and relevance in their learning investment, but power abuse, social tensions, and lack of cohesion can weaken their commitment and academic ethics. Similarly, Annisa et al. (2023) studied how rural vocational high school (VHS) students build identity and commitment through English learning. Using interviews and focus groups with six students, they found varied perceptions, from recognizing English’s career value to expressing reluctance. Challenges included ineffective teaching, poor classroom conditions, weak foundational knowledge, limited support, and part-time work. Teachers’ encouragement was seen as crucial for sustaining motivation and improving proficiency. Lastly, Mushtaque et al. (2022) analyzed ESL students’ learning investments, urging teachers to use authentic, contextual approaches. They suggested that routine, real-life-based tasks enhance metacognitive awareness and help students move from passive knowledge to active language use. RESEARCH METHODS This study explored research questions using qualitative methods. It examined how social capital and identity change affect learners' English language acquisition across contexts and time. Creswell (2018) defines qualitative research as studying people's social comprehensions. Often, narratives are used to gather data. Qualitative 131 research using narrative inquiry emphasizes collaboration, extended engagement, and a specific location or group of people. Understanding people's narratives, lived experiences, and interpersonal interactions is the goal. Qualitative research is suitable for this study because it examines students' interpretations and sense-making to better understand their social reality. Seven university students from Bogor, West Java, Indonesia, representing a semester (1, 3, 5, 7) in the English Literature program participated in the study. The class had three boys and four girls. The students were chosen because their English grades were middle to high and they participated actively in class discussions. The GPA results from each semester were used to draw these conclusions. In this study, pseudonyms were used to protect participant privacy. To maintain confidentiality, all participants must sign a letter of informed consent. This study gave participants unique identifiers for anonymity and clarity. RC, JS, AK, ZY, JP, AW, and YM were the participants. In-depth interviews were used to gather comprehensive and distinct explanations from participants to determine their identities and level of investment in learning English. To understand participants' responses to a phenomenon, the interview questions probed their subjective experiences, opinions, motivations, and strategies for learning English to succeed in college. In-depth interviews were conducted faceto-face. The event was scheduled based on participant availability and suitability. The researchers used Bahasa Indonesia, the national language, during the interviews to help participants feel comfortable sharing their thoughts. Thematic analysis was used to analyze In-Depth interview data. Caine (2022) describes thematic analysis as a series of qualitative data analysis steps. The following are items: Initial steps include transcribing interview data. Before data translation, the data was closely read and listened to to establish familiarity and identify recurring themes in the participants' accounts and extracts that best answered the research questions. FINDINGS AND DISCUSSION In general, when asked how the students value English in their daily lives, some salient conceptions were attached to the way they describe ―English‖. These are presented using key words like ―access to information‖, ―communication‖, ―social media and technology‖, ―opportunities‖, ―reconciliation‖, ―international relation,‖ and ―connection‖. Participants view these values as having connected to the present globalization era in which thirst of connection across the globe was heavily felt by these young millennials. The following sub-sections discuss the details of the participants investment in acquiring English. English as the language of global participation and self-expansion The millennial students interviewed expressed a strongly positive view of English, considering it indispensable in the era of globalization. They recognized English as the global lingua franca that provides greater opportunities and access in an increasingly interconnected world. For them, English is not only a communication tool but also a gateway to wider networks of knowledge, culture, and professional growth. 132 Growing up in a time of rapid technological advancement, these millennials also value recognition and visibility on digital platforms, where global interaction has become part of daily life. Their eagerness to transcend borders—both physically and virtually—reflects how deeply they associate English proficiency with broader participation and mobility. They described English as enabling them to connect with diverse communities, expand their reach, and engage with global conversations that shape their present realities. “…since English is a global, international language, it allows me to discover wider world, as a wider space for me to grow in social [media], sort of more chances to explore things that we might not find in our nation. So, I think it’s pretty helpful for my communication… more than just making friends, but I can also explore more things outside of [Indonesia]… like technology, studying abroad, and also about other cultures.” – JS In my opinion, very important. The reason is because one, English, the number one international language. And then, almost everything now on social media, everywhere, uses a lot of English. And by learning English in this era of globalization, we can connect with people who are not only Indonesian. – AW The excerpts show that participants value English in the globalized world. They see it as a global language that allows internet access to diverse cultures, languages, and resources, symbolizing cross-border opportunities. Many migrants worldwide need English to communicate, integrate, and work in their adopted countries. It helps them claim their place in society and improve their prospects. English is the ―currency of global participation,‖ enabling people to join and thrive in global networks, according to Wee and Park (2012). Participants also said learning English improved their participation in international social media communities, boosting their global citizenship. Their online presence and confidence in cross-cultural communication improved with English proficiency. Technology and the internet enhance these opportunities, allowing them to become global citizens. Their experiences suggest that learning English boosts global presence, self-confidence, symbolic capital, and diverse thinking. English acquisition and imagined identity Millennial students said they value English because many jobs, especially in multinational companies and international organizations, require it. The students believed that English proficiency opened up new fields of knowledge and a wealth of information and opportunities, especially for their future aspirations, as shown in the following excerpts. So, I’m hoping to get a scholarship to study abroad. After receiving the scholarship, I will graduate and then live in an English-speaking country to broaden my experience. For example, the United Kingdom is my ideal destination. That is something I am very interested in doing. To be an interpreter and, if possible, a lecturer there. Then I will undoubtedly return to Indonesia as a lecturer. – RC As seen above, the millennial students indicated that proficiency in English can provide a competitive advantage in their future professional endeavors (such as a translator and a lecturer). The reason for learning English is rooted in its fundamental 133 purpose of facilitating communication. By acquiring this skill, individuals can broaden their knowledge and pursue their desired career paths in the future. From this perspective, the acquisition of English affords possibilities of (professional, personal, and social) identities. These excerpts affirm what Darvin and Norton (2018) indicated that identity is often understood as the student’s subjective understanding of their relationship with the world, how it is influenced by various factors (in this case the acquisition of English) and circumstances (such as globalization era), and their perception of possible future paths. English as linguistic and cultural capitals in the academic setting English serves as the predominant medium of instruction in numerous universities, and possessing a high level of English proficiency grants individual access to a wide range of international study programs and collaborations. Prompted with question asking about their experiences where English language skills opened up opportunities, the millennials pointed out how learning English benefitted them with academic literacy skills in English as best represented by the following excerpts. “In enriching the experience after learning English, it’s better, when we read English journals that are really needed for semester 7, English books, we understand much faster even though it doesn’t always have to be translated first but we already understand what is meant and what the purpose of the book and journal is. Just for the thesis.” – AW Their enrollment to the English Department is a form of investing in the acquisition of language knowledge (e.g. grammar, phonology, and English varieties) and skills (speaking, reading, and translation) in the academic setting. Excerpt depicts how the millenials believed that the acquisition of academic English literacy equipped them with symbolic linguistic and cultural capitals (i.e., knowledge and language skills) to operate at their current academic environment as well as to enter professional community of practice in the near future. Norton et al. (2020) emphasized that identity strongly influences millennials’ dedication to second language learning. Their motivation to invest in English arises from how they view its current significance and function. As a dominant global language, English supports cross-cultural interaction, academic pursuits, and international collaboration. These students recognized that English proficiency is vital for achieving success in education, careers, and global engagement. They see English not as a privilege but as a necessity for accessing worldwide opportunities, forming new social networks, and joining global events. The students’ stories show that learning English also helps them acquire social skills, knowledge, discourse practices, and community involvement. Their growing commitment increased their use of English-speaking social media, expanding their cultural influence and social power (Darvin & Norton, 2018). CONCLUSION In conclusion, this study examined how English acquisition investment, students' current and future social networks, and identity affordances relate. Students study English for globalization, career advancement, academic advancement, and personal development. These four main reasons change their self-image from English students to English users. As they learn English at university, students can join more 134 English-speaking social networks. Through these experiences, they want to be global citizens. Thus, learning English has given them more opportunities and identities in today's globalized world. This study also shows that qualitative inquiry can help us understand people's social and educational realities. Millenial students' narrative accounts can provide meaningful and contextual information on their subjective perceptions and experiences without generalizing. However, this study has limitations. First, it emphasizes university students' English investment. The findings did not capture how they aligned their efforts with their target community of practices. Future research can examine how students enter these communities of practices. Second, this study only used in-depth interviews to gather data on students' limited academic experiences. Students' communicative interactions in virtual English-speaking communities and how they move between communities can be studied further. Studying their digital communication practices can help you understand how students project their multiple selves in English. 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