English, Identity, and Mobility: A Narrative Study of Indonesian Students from Peripheral Regions Studying in Poland

Ade Windiana Argina; Ilham Agung Prasatyo; Nur Ijabah; Anggit Laesa Oktaviani; Dewi Lasmy

doi:10.58421/gehu.v5i5.2199

DOI:

https://doi.org/10.58421/gehu.v5i5.2199

Authors

Ade Windiana Argina Politeknik Negeri Media Kreatif
Ilham Agung Prasatyo Politeknik Negeri Media Kreatif
Nur Ijabah Universitas Trunodjoyo Madura
Anggit Laesa Oktaviani Sekolah Tinggi Bahasa Asing Technocrat Tangerang https://orcid.org/0009-0000-1516-7178
Dewi Lasmy Sekolah Menengah Kejuruan Negeri 20 Jakarta https://orcid.org/0009-0005-8076-5277

Keywords:

English, Identity, Multicultural, Peripheral

Abstract

Global English has become an important resource for international students, yet its role in identity negotiation among students from multilingual Indonesian regions outside major metropolitan and educational centers remains underexplored. This study examines how three international students from West Nusa Tenggara, including participants with Sasak and Sumbawa backgrounds, perceived and used English while studying in Poland. Using a qualitative narrative inquiry design, data were collected through semi-structured in-depth interviews and analyzed through narrative analysis focusing on significant experiences, identity-related episodes, and cross-participant themes. The findings show that English was highly valued in academic contexts for accessing knowledge, supporting academic literacy, and communicating with international peers, but was less effective in public settings where Polish predominated. Participants’ perceptions of English also shifted from seeing it as prestigious to understanding it as a context-dependent resource for academic participation, opportunity, and intercultural interaction. Their identities remained connected to local and Indonesian cultural affiliations while expanding through mobility, academic experience, and international social interaction. The study highlights identity as multilayered and continuously negotiated and emphasizes the importance of linguistically accessible support for international students beyond English-medium classrooms.

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