Chinese international students’ identity construction in the English- medium instruction (EMI) context at an Australian University

This research explores Chinese international university students’ identity construction in the Australian English-medium instruction context. Instead of seeing them as a homogenous, inferior group, the study foregrounds their heterogeneity, resourcefulness, and agency in navigating opportunities and constraints in relation to language, culture, and disciplinary learning during their studies in Australia. The findings reveal the dynamic, multifaceted, contradictory, and interconnected nature of Chinese international students’ identity work, highlighting their agency in negotiating linguistic, cultural, and social resources to build their desired identities. This process of identity construction is ongoing and continuously influenced by a range of contextual and individual factors, including global-national-local contexts and students’ personal histories. This study offers insights into better supporting international students’ identity development in English-speaking countries.