This qualitative study focuses on a community of online English learners at a Korean university. The study seeks to explore how the learners construct their Korean identities and how they feel about the effect of mastering English on their Korean identities.

The study involves both online writing on various topics and one-on-one dialogues between the researcher and the learners. The data suggest that among the learners there is a considerable tension along three ideological dilemmas or dichotomous continua, namely expressing Pride Vs. Shame or Uncertainty concerning being Korean, debating Who's Korean vs. Who Is Not, and determining whether the mastery of English Enhances Korean Identity vs. whether it Threatens It. The study closely analyzes the ways that the participants position their arguments according to those ideological dilemmas.

In addition to analyzing and illustrating the tensions along those three continua, the study also examines the patterns of Agreement, Partial Agreement, and Disagreement that exist within the threads, replies, and dialogues that occur in the online community. Through explaining the constructions of Korean identity and the patterns of interaction, the study draws inferences for those who teach or research learners in similar contexts.