Repetition and Becoming: A Deleuzian Approach to Underachieving EFL Learners in Korea

This qualitative case study examines the transformative impact of repetition on underachieving 6th-grade EFL learners in Korea through the lens of Gilles Deleuze’s concepts of repetition and becoming. Focusing on two students identified as underachievers via official assessments, the study analyzes their experiences in a supplementary class where they engaged repetitively with a lower-level text. Deleuze’s philosophy serves as the primary framework, exploring how the repetitive process helped the students move beyond fixed identities of failure, adopting new self-perceptions as capable learners. Vygotsky’s sociocultural theory complements this analysis by emphasizing the role of social interaction, teacher scaffolding, and peer collaboration in the students’ developmental journey. Data were collected through classroom recordings, teacher journals, and student reflections, and analyzed thematically to uncover shifts in both linguistic ability and self-perception. Findings indicate that when framed as a dynamic and creative process, repetition can foster both cognitive and affective growth, providing underachievers with opportunities to reimagine themselves as successful learners and active participants in their educational journeys.