ABSTRACT

This study investigated how multilingual romantic partners leveraged text messaging to invest in learning each other's language(s). The study examined 10 couples (aged 22–33, M = 26.8), each with different L1s, and relationships lasting at least six months (M = 3.07 years). Participants represented 12 L1s and 18 L2s (including one partner who claimed one language as a heritage language). One couple identified L2 English as their lingua franca.

The study employed a sequential exploratory mixed-methods design, combining qualitative and descriptive analytical approaches with Natural Language Processing (NLP) techniques in Python 3.11 to automate and support aspects of the coding process and analysis. This study built upon Ang-Tschachtli’s (2022) triangulation of self-reported and performed language use between multilingual romantic partners by centering text conversations.

Data collection involved two 60- to 90-minute Zoom interviews per couple, integrating self-reported data from semi-structured and targeted co-analysis interviews with language artifacts (i.e., self-selected screenshots of one-on-one text conversations) as stimuli.

Using the L2 investment model (Darvin & Norton, 2015, 2016, 2017) as a guiding framework, this study investigated (a) how multilingual partners positioned themselves and each other according to expert-novice roles in their texting interactions, (b) how layers of identity, capital, and ideology shaped their degree of L2 investment, and (c) how partners leveraged technological functionalities (e.g., keyboards, screenshots, images, replies) and semiotic resources (e.g., emojis, reactions, memes) to initiate, facilitate, engage in—or skip—language-related episodes (LREs).

Bottom-up, emergent, hierarchical coding of themes and LREs were descriptively analyzed to identify broader patterns across the couples.

Results showed partners leveraged texting for intercultural and linguistic exchanges, L2 practice and corrective feedback, and the co-construction of identities through expert–novice roles. As the first study to examine L2 investment and LREs within multilingual couples' texting, where language learning dynamics differ from traditional L2 learner collaborations, it highlights how partners navigated imbalances in investment, preparedness, and willingness to engage in language learning within text exchanges. Findings indicate that integrating memes and more sophisticated technological features into interactive EdTech platforms could enhance pragmatic competence and foster engagement, creativity, and deeper emotional connections in L2 learning.

Keywords: L2 investment, language-related episodes, digitally-mediated communication, romantic couples, identity, multilingualism