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<p>As collaborative learning becomes increasingly common in education, composition, and applied linguistics, it is essential to critically examine how power dynamics, investment, and identity construction shape English Additional Language (EAL) learners’ attitudes toward face-to-face collaborative activities. This study examines the relationship among identity, investment, and collaborative learning among 39 undergraduate EAL learners using a quantitative approach. EAL learners’ responses were analyzed using Spearman’s correlation test to determine the strength of the relationships among these constructs. The findings suggested preliminary moderate correlations between Investment and Q12: Self-Reported Change in Communication Style (Spearman’s rho = 0.428, <i>p</i> &lt; 0.01), between Investment and Self in Community (Spearman’s rho = 0.390, <i>p</i> &lt; 0.05), and between Self in Community and Collaborative Learning (Spearman’s rho = 0.425, <i>p</i> &lt; 0.05). These preliminary results suggest that EAL learners’ behaviors in collaborative learning are closely connected to their sense of belonging and the power dynamics they experience. Although collaborative learning enhances engagement, EAL learners’ investment and participation are shaped by recognition and linguistic legitimacy within peer groups. Overall, the findings offer exploratory insights that may help educators understand EAL learners’ attitude toward collaborative learning through the lens of identity and investment. This study contributes to theoretical discussions of identity construction and power in applied linguistics while also offering practical insights for creating more inclusive and effective collaborative learning environments.</p>

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Power identity and investment in EAL learners’ collaborative learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月25日

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  • Dana Husein,
  • Thelal Oweis

摘要

As collaborative learning becomes increasingly common in education, composition, and applied linguistics, it is essential to critically examine how power dynamics, investment, and identity construction shape English Additional Language (EAL) learners’ attitudes toward face-to-face collaborative activities. This study examines the relationship among identity, investment, and collaborative learning among 39 undergraduate EAL learners using a quantitative approach. EAL learners’ responses were analyzed using Spearman’s correlation test to determine the strength of the relationships among these constructs. The findings suggested preliminary moderate correlations between Investment and Q12: Self-Reported Change in Communication Style (Spearman’s rho = 0.428, p < 0.01), between Investment and Self in Community (Spearman’s rho = 0.390, p < 0.05), and between Self in Community and Collaborative Learning (Spearman’s rho = 0.425, p < 0.05). These preliminary results suggest that EAL learners’ behaviors in collaborative learning are closely connected to their sense of belonging and the power dynamics they experience. Although collaborative learning enhances engagement, EAL learners’ investment and participation are shaped by recognition and linguistic legitimacy within peer groups. Overall, the findings offer exploratory insights that may help educators understand EAL learners’ attitude toward collaborative learning through the lens of identity and investment. This study contributes to theoretical discussions of identity construction and power in applied linguistics while also offering practical insights for creating more inclusive and effective collaborative learning environments.