Symbolic Self-Construction in Chinese University English Learners: A Longitudinal Exploration of Psychological States and Personal Development

Abstract This study adopts the theoretical framework of symbolic self to explore the process of self-construction among Chinese university English learners and develops a mechanism for symbolic self-construction. Five non-English major college students' English learning experiences are selected as case studies, and long-term tracking research is conducted using methods such as interviews, participant observation, and journals. The study identifies seven different internal psychological states that emerge during the university English learning process, including neglect and unconsciousness, conflict transfer, conflict postponement, conflict confirmation, conflict intensification, conflict mitigation, and highly internal solidarity relationships. However, these states are by no means in linear order The study also reveals the impact of Chinese EFL Learners’ symbolic Self-Construction on their personal behavioral abilities (time management, emotional regulation, interpersonal skills). Furthermore, it further influences aspects of their personal development and growth such as identity, life goals, and values. To effectively intervene in the symbolic self of university English learners, English educators could actively understand the psychological world of foreign language learners, create a positive and supportive environment, and avoid the development of extremely negative self-concepts in foreign language learning.