Sharing as informal teaching: Identity construction of an English learner/teacher microcelebrity on Douyin

Abstract

Previous research has demonstrated that informal language learning and teaching activities occur through user-generated content on popular video-sharing platforms. As individuals can claim varying degrees of authority in the knowledge they transmit to others, the identity constructions relevant to digital knowledge production represents a topic that demands more scholarly attention from a discursive, social, as well as pedagogical perspective. To address this issue, this paper takes a case study approach to exploring the self-presentation of a popular Tibetan content creator on Douyin, Jiadecang, who shares short English language learning vlogs featuring himself practicing spoken English that are designed to attract followers. Taking a social semiotic approach to the analysis of multimodal discourse (Bezemer and Jewitt, 2025, Kress, 2010, Kress and van Leeuwen, 2006), this study investigates how Jiadecang harnesses various linguistic and other semiotic resources afforded by the platform to engage in public identity construction in his videos. By projecting identities of both learner and “teacher” simultaneously, Jiadecang attracts followers interested in learning English and, at the same time, is protected from potential critiques by others about his “imperfect” English. This study adds to a growing body of research on digital genres, self-branding practices, and influencer cultures.