Self-Affirmation and Identity Construction in Stray Kids’ Song “Youtiful”: An EFL Gender Analysis
DOI:
https://doi.org/10.57176/g3tfs788Keywords:
content analysis, EFL learners, gender analysis, K-pop, self affirmationAbstract
K-pop has become an informal medium where English as a Foreign Language (EFL) learners engage with English outside the classroom, particularly through emotionally meaningful lyrics. Previous studies on K-pop in EFL contexts have mainly focused on vocabulary learning, fandom culture, or media consumption, with limited attention to how song lyrics contribute to learners’ self-affirmation and identity construction. This study examines how Stray Kids’ song “Youtiful” supports Self-Affirmation and Identity Construction among Indonesian female EFL learners, viewed through a Gender Perspective. Applying a directed qualitative content analysis complemented by a descriptive survey, the study combined a systematic Likert-scale questionnaire with a descriptive approach and qualitative content analysis of the song’s official English lyrics. The quantitative findings showed positive responses across all constructs, with Self-Affirmation and Identity Construction receiving the highest mean scores (M = 4.17, SD = 0.72), followed by EFL Engagement (M = 4.03, SD = 0.52) and Gender Perspective (GP) (M = 3.94, SD = 0.53). The qualitative analysis showed that the song builds self-worth through affirming language, encourages emotional connection through accessible English expressions, and portrays masculinity through empathy, vulnerability, and emotional support rather than emotional distance. These results suggest that emotionally supportive popular music can help EFL learners reflect on their emotions and build their identities, in addition toserving as a resource for language development. . The study also highlights the educational benefits of using K-pop songs as texts for language engagement, identity growth, and emotional literacy in the classroom.
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