Language Teaching Research Quarterly

Connectivist learning theory has been widely discussed with higher-order thinking skills and critical reflection in online learning environments. Yet it is unclear how students negotiate their own identity within an academic collective learning context. To gain insights into the interrelations of learner identity, i.e. construction of learner position in one's own learning community, this study examines the manner in which the identity of a writer is negotiated intra-community of writer (how do they represent themselves while learning from others in writing tasks). A qualitative case study, involving interviews and observations in Oman higher education, was conducted with 56 Omani college students after engaging in online and face-to-face research course. Analysis of results of this study indicates a degree of success in terms of students navigating their digital, individual and group academic learner identities. However, some tensions are seen in terms of balance of participation in group work and difficulties of harnessing the benefits in mixed-ability groups of writers. More research which builds on the successes and looks for ways to address the challenges from a range of perspectives is recommended.