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English medium instruction (EMI) can become pantomime in the context of higher education, and such non‐participation can be shaped and explained by learners' refusing to invest in the English learning practices while performing their learner/speaker/user identities. Taking a Bourdieusian stance on this issue, the study discusses techno‐reflective narrative interviews (TRNI) as a retrospective framing tool for investigating L2 learners' English investment by showcasing a tertiary TRNI exemplar and examining the extent to which TRNIs help to (1) investigate how students negotiate and perform multiple and constantly contradictory linguistic, cultural, and role identities; (2) provide a reflective account of students' critical genre and literacy awareness while finishing various tasks; and (3) empower the students by amplifying their voices and positioning and unfold their struggle with ideological notions of English ownership.

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