The Role of Identity, Motivation, and Investment in Teaching English at School (Experimental Study).

Аннотация

This article examines the role of identity, motivation, and investment in teaching English at school and analyzes
how these interconnected factors influence students’ language learning outcomes. While traditional approaches
to English language teaching have primarily focused on linguistic competence and instructional methods, contemporary
research emphasizes the importance of social, psychological, and contextual dimensions of learning. In this regard,
identity, motivation, and investment are considered central elements shaping learners’ engagement, participation, and
long-term achievement.
The study explores how learners’ identities–formed through cultural background, social position, personal experiences,
and future aspirations–affect their attitudes toward English. It argues that students are more likely to participate actively in
classroom activities when they perceive English as supporting their personal and social identities. At the same time, the
paper analyzes different types of motivation, including intrinsic and extrinsic motivation, and their impact on persistence,
academic performance, and classroom interaction.
Furthermore, drawing on sociocultural theory and the concept of investment, the article highlights that learners commit
to language learning when they expect meaningful symbolic or material returns, such as access to higher education,
professional opportunities, global communication, and social mobility. Investment is presented as a dynamic and socially
situated concept that connects motivation with power relations, identity negotiation, and future goals.
The article concludes that effective English teaching at school requires more than methodological competence; it requires
an inclusive and supportive environment that acknowledges learners’ identities, strengthens their motivation, and fosters
meaningful investment in the learning process. By integrating these elements into classroom practice, teachers can
enhance not only students’ linguistic proficiency but also their confidence, agency, and long-term educational development.