BECOMING A TEACHER BY CHOICE OR BY CHANCE? A CRITICAL DISCOURSE ANALYSIS OF IDENTITY AND ENGLISH CONFIDENCE AMONG EFL PRE-SERVICE TEACHERS

Abstract

This study investigates how English language confidence is expressed in narratives and identifies the discursive patterns used by pre-service teachers to represent their professional identities. Utilizing a qualitative approach rooted in Critical Discourse Analysis, the study analyzed in-depth interviews with four postgraduate English Education students at Universitas Negeri Makassar, categorized as By Choice and By Chance. Findings reveal that the By Choice group exhibits high linguistic confidence, characterized by intrinsic motivation and narratives of comfort and passion. Discursively, they utilize an Assertive and Passionate Discourse to construct a stable professional identity. Conversely, the By Chance participant expresses confidence as a developmental process of struggle and adaptation, employing an Adaptive and Struggle Discourse driven by external motivation and continuous effort. This research concludes that career motivation is deeply embedded in linguistic representation. While voluntary entry fosters an immediate and stable professional identity, circumstantial entry requires gradual identity construction through experience Ultimately, CDA proves to be an effective tool for unmasking the hidden connections between language, motivation, and professional self-perception in teacher education.