This study investigates the role of English language in constructing social identities, employing qualitative data and thematic analysis. It highlights the multifaceted and dynamic nature of English language identity, reflecting a complex interplay between individual experiences, sociocultural values, and socio-political factors. The study's population criteria included Iranian English language learners and users of varying ages (18–40), genders, and education levels (undergraduate to graduate). Participants were recruited from multiple regions, such as Tehran, Isfahan, and Tabriz, and engaged with English in diverse contexts, including educational, professional, and social settings. The study aimed for a broad representation of experiences, focusing on individuals with active English use while excluding those with no exposure to the language. Participants showcased diverse orientations towards English, influenced by factors such as language proficiency, cultural affiliation, and aspirations. The findings emphasize the importance of considering contextual factors, language attitudes, and identity negotiation for understanding English language identity. Participants demonstrated varied attitudes towards English, ranging from resistance to accommodation and appropriation, shaped by their unique experiences and aspirations. The study concludes that understanding English language identity requires a nuanced perspective, accounting for the interplay between personal, social, and contextual factors. This study contributes to the broader scholarship on language and identity by offering a comprehensive understanding of the ways in which language use is shaped by the complex interplay of individual agency and broader socio-cultural forces.

Objective: This study aimed to explore and identify the psychological and contextual factors that influence the development of future orientation among teenagers. Methods and Materials: This research employed a qualitative design using semi-structured interviews with 23 adolescent participants aged 13 to 19, selected through purposive sampling from various regions in Turkey. Data collection continued until theoretical saturation was achieved. All interviews were conducted in person or online, transcribed verbatim, and analyzed thematically using NVivo software to extract categories, subcategories, and core concepts that shaped adolescents’ perceptions and behaviors related to their future orientation. Findings: Three main categories emerged from the data analysis: psychological drivers, social and environmental influences, and cognitive and planning capacities. Psychological drivers included hope and optimism, fear of failure, self-identity, motivation and ambition, and emotional regulation. Social and environmental influences comprised parental support, peer influence, school environment, socioeconomic constraints, and community expectations. Cognitive and planning capacities encompassed goal-setting skills, time perspective, decision-making ability, problem-solving skills, information-seeking behavior, and academic self-efficacy. Adolescents’ narratives reflected a complex interplay between internal motivations, emotional resilience, and external support systems in shaping their visions for the future. Direct quotations illustrated how individual aspirations were facilitated or hindered by family, peers, educational access, and cultural norms. Conclusion: The study highlights the multifaceted nature of teenagers’ future orientation and emphasizes the need for supportive family environments, inclusive educational practices, and community engagement to empower adolescents in shaping their futures.