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Identities and beliefs across time and space


 This paper presents a case study of a Hong Kong university student’s experiences of learning English as a second
 language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and
 space. Drawing on a narrative inquiry approach, the study revealed that the student’s L2 identities appeared to be shaped by
 specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation
 sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and
 classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic
 manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner.
 The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief
 in L2 learning trajectories.