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Abstract
This qualitative study investigates how learning English shapes the identities of teenagers across diverse sociocultural and educational contexts. Drawing on interviews and thematic analysis, the research explores how English language acquisition influences adolescents’ self-perception, sense of belonging, and future aspirations. Findings reveal that English learning enhances global connectedness, facilitates the negotiation of hybrid cultural identities, and strengthens academic motivation and professional goals. At the same time, it introduces tensions related to cultural preservation, language hierarchy, and emotional ambivalence. The paper concludes with implications for educators, curriculum designers, and policymakers, emphasizing the need for culturally responsive and identity-affirming language education.