The special law for making Jeju a free international city was implemented in 2001 to develop Jeju an important hub for international tourism. Jeju has been changed into a free international city attracting many foreign tourists, so English has been an important communication tool in Jeju. Also, Jeju has provided top quality English education by attracting world-prestigious international schools to enhance English education competitiveness. However, little attention has been paid on non-linguistic outcomes including English learners' identities changes occurred in the English learning experiences. This study proves that it is important to consider the influence of language learning on learners’ identities changes in the English learning process. The contradictory individual learner’s identity shows that teachers and educational institutions should not only train students’ language skills, but also be aware that L2 learning is closely connected to learners’ identity construction.

This paper explores the dynamic construction of expert and novice identities in language-exchange conversations between Korean students learning English and American students learning Korean. Drawing on recent view on identity as performance (Butler, 1990), this study employs video- and audio-recordings of language-exchange interactions to examine the dialogic interaction between three language-exchange pairs. Adopting a conversation analytic perspective, the study examines whether and how participants of language-exchange interactions orient to their assumed roles as peer-teacher and peer-learner during language-exchange through micro-analysis of the interaction. The findings demonstrate that participant roles as linguistic expert and novice are not invoked in language-exchange interactions unless they arc treated as relevant in the interaction; rather than foregrounded by the situational arrangements of language-exchange, the expert-novice relationship in language-exchange dialogues is interactionally constituted by the local practices of the participants. Data analysis also shows that the construction of expert and novice identities in language-exchange interaction is a jointly constructed achievement and that participant roles as language expert and novice arc not given but ‘achieved’ as language-exchange participants ratify or reject the identity their partners display in the course of unfolding interaction.