Learning Chinese as a second language (CSL) outside China is not new. Research focusing on different perspectives concerning Chinese learning has been continuously emerging ever since the opening of the first Confucius Institute in South Korea in 2004, with the learner’s identity being one of them.

Following Firth and Wagner (1997), many scholars have explored the relationship between identity and second language acquisition (SLA) (Block, 2014), and their intersectionality has now been widely recognised (Darvin & Norton, 2015). Identity can be defined as a dynamic and evolving concept that is shaped by an individual's experiences and interactions with others (Norton, 2000). It is not a fixed entity but rather a construction that is continuously negotiated and redefined through language learning processes (ibid.). To analyse the numerous factors affecting a language learner’s identity construction process, Douglas Fir Group (DFG) (2016) proposed a model with the language learner at its core and external factors placed at three different levels. Even though this model can be seen as an accumulation of many notable research outcomes in SLA and identity construction concerning aspects including individual characteristics (Griffiths, 2008), social interactions with both human and non-human factors (Guerrettaz & Johnston, 2013; Lantolf & Thorne, 2006), policies and ideology (Norton, 2000), it still fails to account for the various timescales at which a learner's identity may shift across different contexts (Duff, 2019), and does not adequately consider individuals' cognitive processes (Atkinson, 2019).

In terms of the identity studies related to MSL, although some meaningful findings have been produced, it is worth noticing that the existing understanding of MSL learner identity largely comes from research on individuals learning English as a foreign or second language (EFL/ESL) (Wei & Ho, 2018) and thus, are predominantly influenced by Western-based, poststructuralist theories and ideas (Li & Li, 2020), making empirical research into learner identity of MSL necessary and beneficial to the future development of this field. In addition, even though the trailblazers intended to have an insight into the learner identity of MSL, many of them focused on learners learning Chinese as a heritage language (ibid.); the situation could be different from those who do not share a blood bond.

Building on the discussions, this study aims to answer the following research questions:

a) How may personal and contextual factors affect the identity construction of Scottish adult learners learning MSL?

b) How may learners’ identities change over time?

c) How may learners’ identities affect their learning trajectories and outcomes?

To address the research questions and complement the DFG’s transdisciplinary framework, this research also adopts Benson’s Facets of Identity (FoI) (2013) model. This approach creates a more comprehensive theoretical framework that incorporates both individual perceptions and contextual factors in the process of constructing language learners’ identities. The FoI model fits into this study as it conceptualises identity as a historically evolving, multifaceted construct while emphasising the importance of understanding the “self” in relation to a dynamic world and also highlighting the significant role of second language learning in identity construction.  In addition, this model recognises the significance of self-narratives in individual identity development (Benson, 2013), echoing the choices of data collection methods, which will be further elaborated in the next section.

This study used language learning journals as the main data collection method to reveal the MSL learners' identity construction process, with semi-structured interviews as a secondary method. There has long been a growing emphasis on narrative in social research. Although the definition of narrative research and even the word narrative are still under debate, narratives can serve the purposes of this study well. For one thing, narrative research emphasises studying the specific practices and contexts in which identity is formed and shaped (Bamberg, 2006; Bamberg & Andrews, 2004; De Fina & Georgakopoulou, 2011), providing researchers with insights into the multifaceted nature of human experiences and the social, cultural, and historical contexts that shape them (Andrews et al., 2013; Clandinin, 2000; Riessman, 2008). For another, narrative research is able to capture the dynamic nature of human experiences by conducting longitudinal studies or by revisiting participants' narratives at different points in time, allowing for a deep understanding of how individuals' perspectives and interpretations may shift (Riessman, 2008). However, it is important to acknowledge the limitations of narrative research. As a qualitative approach, narrative research is subjective and interpretive, relying on the researcher's interpretation of the narratives. This subjectivity can introduce bias and may limit the generalisability of the findings. Additionally, narrative research often relies on self-reported data, which can be influenced by memory, social desirability, or other biases (Clandinin & Connelly, 2000). To enhance the credibility of the research, reflexive notes generated by the researcher, guided by Finlay's (2012) work, are incorporated into the data analysis process. Throughout the six-month data collection period, participants were invited to take part in three interviews, which took place at the beginning, middle, and end of the process. Additionally, participants were encouraged—though not required—to create at least two Chinese learning journal entries each month. The initial interview acted as a background investigation where participants discussed their past Chinese learning experiences and the positions they adopted during their learning journey. The questions in consecutive interviews were designed based on the journal entries submitted by the participants, focusing on their interactions with both human and non-human factors as well as their sentiments. A guideline was provided to help the participants generate learning journal entries. Purposive sampling was conducted, and participants were recruited from a Chinese meetup group in Glasgow.

By the end of the data collection phase, eleven participants had engaged in the project, resulting in a data set that included 32 interview transcripts and 62 learning journal entries. Data analysis is still in process. Some initial findings are as follows: a) The participants' identities were continuously evolving, either improving or deteriorating significantly, under the influences of both human and non-human factors. b) The participants' identities were significantly influenced by their interpersonal interactions, notably, their connections with the meetup group. Some members of this group learned Chinese out of the desire to preserve their identity as members and to maintain friendships with other members. However, when conflicts arose between this collective identity and their individual identities (Sedikides et al., 2013), they opted to prioritise their individual identities and leave the group. This decision, while necessary, could lead to emotional strain, as experienced by one participant c) The participants' learning trajectories were influenced by their connections with group members, who shared useful resources and materials. d) The identities of the participants were closely linked to their choices and use of materials and resources. On the one hand, their embodied and ideal identities, such as casual learners or striving to be proficient Mandarin speakers, influenced their selection of learning materials and shaped their learning behaviours. On the other hand, the materials and resources they engaged with significantly impacted their identity development, for better or worse. e) By the end of the project, the participants' identities significantly influenced their learning outcomes. Participants with more positive individual identities, such as a confident person, and stronger collective identities, like being a family member of a Mandarin native speaker, typically experienced more favourable outcomes.

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