Thesis

TESOL & identity : a narrative approach to explore the socio-ecological impact on female English as a foreign language learners in Kuwait

Downloadable Content

Download PDF
Creator
Rights statement
Awarding institution
  • University of Strathclyde
Date of award
  • 2025
Thesis identifier
  • T17448
Person Identifier (Local)
  • 202177975
Qualification Level
Qualification Name
Department, School or Faculty
Abstract
  • This study explores the socio-ecological factors influencing Kuwaiti female learners’ experiences with English as a Foreign Language (EFL) at Kuwait University. While existing research on English language acquisition and TESOL in Kuwait primarily focuses on pedagogical practices and linguistic varieties, this study addresses a significant gap by examining broader sociocultural, socioeconomic, and technological influences shaping language learning through an ecological lens. The research is theoretically anchored in Bronfenbrenner’s Bio-ecological Model developed from the Ecological Systems Theory (EST). It adopts narrative inquiry as its methodological approach to investigate the complex interplay between, English language learning, individuals, and their multi layered environmental contexts. Data were gathered through semi-structured interviews and reflective diaries from female students at Kuwait University (KU), offering in depth insight into their lived experiences. The findings highlight key socio-ecological variables shaping learners’ identities including the household environment, learner incentives, technological integration, and socio-ecological expectations within TESOL classroom dynamics. Using Reflective Thematic Analysis (RTA) and Short Story Analysis (SSA), three central themes along with their key insights were identified. In Theme 1 (Household Environment: Socioecological Influences on Language Learning), parental influence and cultural ideologies across social groups significantly shaped identity and investment in English learning. Badu and Hadhar students reported distinct experiences, with family beliefs, religion, and societal perceptions influencing attitudes toward English. The presence of Filipino domestic workers also emerged as a significant yet underexplored factor in early language exposure. Theme 2 (learners’ incentives for English Language Learning) included the use of English for social status, intercultural communication, and autonomous learning through technology. Theme 3 (Socio-ecological Variables in TESOL Settings) highlighted the teacher-student interaction, the role of L1 and L2 in TESOL settings, peer judgement and Foreign Language Anxiety (FLA) , and contrasting views on teamwork within individualist and collectivist learning orientations. This research enhances understanding of identity, investment, and power structures in second language acquisition (SLA) in Kuwait from a socio-ecological lens. It offers pedagogical and policy recommendations to support a more inclusive and effective TESOL environment.
Advisor / supervisor
  • Nikou, Stavros
  • Birnie, Ingeborg
Resource Type
DOI

Relations

Items

Thumbnail Title Date Uploaded Visibility Actions
file details PDF of thesis T17448 2025-11-05 Public Download