Narrative Identity Construction of Chinese Undergraduates in English under a Humanistic Exchange Framework

Abstract

This study investigates how Chinese undergraduate students construct narrative identities in English within a humanistic exchange framework. Drawing on poststructuralist theories of identity and narrative inquiry methodology, the research examines the lived experiences of fifteen Chinese undergraduates enrolled in a humanities-oriented English program at a major Chinese university. Data were collected through semi-structured narrative interviews, reflective journals, and classroom discourse recordings over two academic semesters. The findings reveal that students engage in a multifaceted process of identity negotiation as they narrate personal experiences, cultural values, and intercultural encounters in English. Three dominant identity themes emerged from the data: the reflective self, the intercultural mediator, and the critical thinker. The humanistic exchange framework, which emphasizes empathy, dialogue, and mutual understanding, was found to facilitate deeper engagement with identity construction by providing students with a safe and supportive discursive space. The study contributes to the growing body of literature on second language identity by demonstrating how humanistic pedagogical principles can foster meaningful narrative identity work among Chinese English learners. Implications for curriculum design, teacher education, and intercultural communication pedagogy are discussed.