Çevrimiçi Topluluklarda İngilizce Öğrenenler Arasında Kimlik İnşası ve Dil Kullanımının Keşfi: Bütünleştirici Bir Derleme (2004-2024)

Year 2025, Volume: 18 Issue: 4, 755 - 776, 28.10.2025

Ayşe Nesil Demir , Mehmet Ekizoğlu , Murat Güngör

https://doi.org/10.30831/akukeg.1669943

https://izlik.org/JA37LN27LM

Abstract

Bu makale, İngilizce öğrenen bireylerin (ELL) sosyal medya, çevrim içi forumlar ve dil öğrenme platformları gibi çeşitli dijital ortamlarda kimlik ve dil kullanımını nasıl müzakere ettiklerini incelemektedir. Sosyodilbilimsel ve eğitimsel bakış açılarından hareketle dijital kimlik, çevrim içi iletişim ve teknoloji destekli dil öğrenimi üzerine yapılan çalışmaları eleştirel bir şekilde gözden geçirmektedir. Bütünleştirici nitel bir yaklaşım kullanılarak, ampirik ve kuramsal araştırmalardan elde edilen bulgular sentezlenmiştir. Analiz, İngilizce öğrenen bireylerin çevrim içi ortamlarda dil, ağız ve özsunum tercihleri yoluyla kimliklerini nasıl inşa ettiklerini ve yeniden şekillendirdiklerini ortaya koymaktadır. Kod değiştirme, dillerarası geçişlilik (translanguaging) ve internet argosunun kullanımı gibi dilsel uygulamaların hem iletişim hem de kimlik ifadesi için güçlü araçlar olarak hizmet ettiği, aynı zamanda öğrenenlerin küresel topluluklarda aidiyet duygusu ve özgüven geliştirmelerine katkı sağladığı vurgulanmaktadır. Makale ayrıca kimlik parçalanması ve kültürel önyargı gibi zorluklara değinmekte; çevrim içi alanların dil gelişimi, kültürlerarası yeterlik ve kimlik müzakeresi için anlamlı bağlamlar olarak görülmesinin pedagojik önemini vurgulayarak son bulmaktadır.

Keywords

İngilizce öğrenenler , dijital kimlik , çevrimiçi topluluklar , dil sosyalleşmesi

Exploring Identity Construction and Language Use Among English Language Learners in Online Communities: An Integrative Review (2004-2024)

https://izlik.org/JA37LN27LM

Abstract

This article explores how English language learners (ELLs) negotiate identity and language use across diverse digital environments such as social media, online forums, and language learning platforms. Drawing on sociolinguistic and educational perspectives, it critically reviews studies on digital identity, online communication, and technology-enhanced language learning. Using an integrative qualitative approach, it synthesizes findings from empirical and theoretical research. The analysis highlights how ELLs perform and co-construct identities online through choices of language, dialect, and self-presentation, including profile curation and engagement in affinity groups. Practices such as code-switching, translanguaging, and the use of internet slang are shown to serve as powerful tools for both communication and identity expression, helping learners build confidence and a sense of belonging in global communities. The article also discusses challenges such as identity fragmentation and cultural bias. It concludes by emphasizing the pedagogical importance of recognizing online spaces as meaningful contexts for language development, intercultural competence, and identity negotiation.

Keywords

English language learners , digital identity , online communities , language socialization

Ethical Statement

This study, conducted as an integrative review, involves the synthesis of previously published studies and does not involve human or animal subjects. Therefore, ethical approval was not required.

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