Understanding Chinese Students' Social Networks and Second Language Identity Construction During Study Abroad in the UK

Second language (L2) identity has gained increasing attention for its role in shaping study abroad (SA) experiences, yet its relationship with social networks remains underexplored. Drawing on social network theory and L2 identity framework, this qualitative study examined the interplay of L2 identity construction and social networks among three Chinese students in UK universities. Data were collected through social network questionnaires, self‐portraits and semi‐structured interviews, and analysed through a combination of ego‐network analysis, multimodal analysis, and thematic analysis. Findings reported that participants developed homogeneous‐dense, heterogeneous‐sparse, and heterogeneous‐balanced networks, respectively. These network types were associated with variations in identity‐related L2 competence, linguistic self‐concept, and L2‐mediated personal development through access to linguistic, cultural and affective resources. Resource diversity and accessibility depended on network composition and structure, with more diverse and balanced networks fostering richer identity experiences. Their L2 identities were found to be implicated in the ways they built, maintained, or withdrew ties within social networks. The study proposes a network‐based model of L2 identity construction and offers implications for creating resource‐rich SA environments that better support SA students' identity growth.