The influence of Norton’s concept of investment, agency, and immaginned communities on the identity and its renegotiation in Saudi female medical students learning English as a foriegn language

The purpose of this section of the context chapter is to highlight my focus on female medical students in relation to the key issues and constructs highlighted in the theory/literature chapter (see attached- as written by writer. Please note that there are multiple notes from my supervisor so please kindly consider them while writing this context section focusing on female medical students in Saudi Arabia, the Gulf and/or the Middle East. Please note this is the order of contextual priority) This requested context section should consider integrating relevant studies on identity and English language learning in the Arabic-speaking countries as well as studies on Arabic-speaking (female) students in other contexts as well. This section should help to justify my research study and its theoretical framework which is heavily based on Nortons learner investment in learning a second/foreign language. The framework is informed by language learner investment, language learner identity and identity renegotiation, learners agency, and imagined communities/communities of practice. Please do not introduce new theoretical content, rather use the framework themes to see what related studies have been conducted and present their findings and their significance in my studys context with the goal of building up a clear argument. The concepts in the table of contents should be constantly drawn upon while rationalizing the focus on female EFL learners majoring in medical studies in Saudi Arabia in this section of the context chapter. This, however, does not mean you will need to have strict mapping with those categories and present them in many mini sub-sections. If there are topics in the table of contents in which past research isnt found please write a sentence detailing that there is a lack of research in this area. This will help to show why my research is significant and necessary. It is important that the flow of discourse builds an argument signifying why my research is needed and important. As instructed by my supervisor, The most important guiding principle is that you are writing in this section to justify why your focus on the target group of learners is interesting to local and international readers and how the study with the focus on them will contribute to the scholarship in the local and international literature (and implications on practice). This should be the most important goal and a much more important goal than introducing international readers to local context in this chapter. There is another section I already wrote introducing the program and national context (see attached for reference- title Context chapter. Note this chapter is also being edited based on supervisors feedback). 1 The influence of agency in second/foreign language learning 1.1 Arabic speaking female students learning English as a second/foreign language 1.2 Arabic speaking female medical students learning English as a second language in other contexts 1.3 Arabic speaking female medical students learning English as a foreign language in Saudi Arabia, the Gulf and the Middle East 2 Imagined Communities in second/foreign language learning 2.1 Arabic speaking female students learning English as a second/foreign language 2.2 Arabic speaking female medical students learning English as a second language in other contexts 2.3 Arabic speaking female medical students learning English as a foreign language in Saudi Arabia, the Gulf and the Middle East 3 The influence of intersectionality and the natures of identity in second/foreign language learning 3.1 Arabic speaking female students learning English as a second/foreign language 3.2 Arabic speaking female medical students learning English as a second language in other contexts 3.3 Arabic speaking female medical students learning English as a foreign language in Saudi Arabia, the Gulf and the Middle East 4 Identity and identity renegotiation in second/foreign language learning 4.1 Arabic speaking female students learning English as a second/foreign language 4.2 Arabic speaking female medical students learning English as a second language in other contexts 4.3 Arabic speaking female medical students learning English as a foreign language in Saudi Arabia, the Gulf and the Middle East 5 Nortons Model of Investment 5.1 Arabic speaking female students learning English as a second/foreign language 5.2 Arabic speaking female medical students learning English as a second language in other contexts 5.3 Arabic speaking female medical students learning English as a foreign language in Saudi Arabia, the Gulf and the Middle East 6 Gender issues within the medical profession/Gender identity of medical professionals 6.1 Female medical students in other contexts 6.2 Female medical students in Saudi Arabia, the Gulf and Middle East Attached reference materials include: Research topic and research questions Literature Review and Theoretical Framework Chapter (written by writer) Context Chapter (presenting the general national context) Table of Contents (to be used by writer when writing this section)
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