近年來由於國際化的強調，大學校園中外籍生、僑生的人數也提高很多。通常馬來西亞來的僑生是不太會在台灣修讀英語系所的，畢竟馬國是ESL國家，而台灣是EFL，因此這樣的個案也鮮少成為研究對象。但這樣學習者的敘事經驗可探究從ESL轉EFL環境的自我英語學習者身分轉變與建構過程，也有機會看到台灣英語系所的相對特色。基於此原因，本研究採個案研究法，探討一名馬來西亞學生 Helen 從馬來西亞的英語作為第二語言（ESL）環境，轉移至台灣以英語進行高等教育的英語作為外語（EFL）環境時，其英語學習者身份的轉變過程。本研究採用 Darvin 與 Norton（2015）的「投資（Investment）」模型及「想像群體（Imagined Communities）」概念為理論架構，探究社會情境的變遷與關鍵事件如何交織影響學習者的自我認知與能動性。
    透過口述敘事與三次追蹤訪談，本研究重建了 Helen 在兩地的發展歷程。研究結果顯示，Helen 的身份認同深受不同教育體制中「標準英語」意識形態的衝擊。在台灣，她面臨了嶄新的挑戰，進而引發深層的身份協商與情緒勞動。透過對關鍵事件的分析，本研究歸納出身份轉變的三個主要階段，並呈現她在平衡國際學生與未來英語教師的雙重角色時，如何動態地重新調整其對英語學習的「投資」。本研究結果有助於深入理解跨語境學習者在身份建構過程中的複雜性。

This study examines the transformation of English learner identity of a Malaysian student, "Helen," who transitioned from an ESL (English as a Second Language) background in Malaysia to an EFL (English as a Foreign Language) environment in Taiwan for higher education in English. Drawing on Darvin and Norton’s (2015) model of investment and the concept of imagined communities, this research explores how critical events and shifting social contexts influence a learner's sense of self and agency.
Through an oral narrative and three follow-up interviews, the study reconstructs Helen’s linguistic journey. The findings reveal that her identity was constantly challenged by conflicting ideologies of “standard” English. In Taiwan, Helen encountered new challenges that led to identity negotiation and emotional labor. By analyzing these critical events, the study identifies three major stages of her identity transformation, showing how her investment was redirected as she navigated her role as an international student and a future teacher. This research offers insights into the complexities of identity construction for students in diverse linguistic environments.

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