IDENTITY, MOTIVATION, AND INSTRUCTIONAL NEEDS OF TWO ADULT ENGLISH LANGUAGE LEARNERS: A COMPARATIVE CASE ANALYSIS
Abstract
This study presents a comparative analysis of the identity, motivation, learning experiences, and instructional needs of two adult English language learners living in Tashkent, Uzbekistan. The cases are Ekaterina, a 31-year-old Russian-speaking multilingual professional, and Nilufar, a 32-year-old Uzbek-Russian bilingual professional. Drawing on learner-profile information and established perspectives in second language acquisition (SLA), the analysis examines how linguistic background, professional goals, cultural experience, motivation, and speaking-related confidence shape the learners' engagement with English. The comparison shows that both learners possess substantial formal experience with English yet continue to experience difficulties with spoken fluency and confidence. Their motivational orientations differ: Ekaterina's engagement is strongly connected to literature, culture, and international professional communication, whereas Nilufar's learning is closely linked to practical workplace demands and career development in advertising. The findings suggest that effective instruction for adult multilingual learners should combine meaningful communication, scaffolded speaking practice, collaborative learning, authentic professional tasks, and differentiated materials. The study illustrates the value of learner-centered SLA principles for connecting individual identity and motivation with context-sensitive classroom practice..
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