چکیده:
This study was an endeavor to develop a model of identity among Iranian EFL learners. To achieve this end, a multiphase design was implemented. Initially, it attempted to investigate different factors of identity to propose and validate a model. Thus, 120 EFL learners studying in different English language institutes in Iran were randomly selected, and 36 learners were interviewed about their views of their identity in the qualitative phase. After extracting six factors of identity, including: second language acquisition and social status, cultural attachment, Persian language adhesion, pronunciation posture, technology involvement, and language identity, and second language knowledge, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the questionnaire went through an exploratory factor analysis for the sake of validity. After its validity and reliability were corroborated through a pilot study with 20 learners, it was distributed among 120 EFL learners. Besides, Structural Equation Modeling (SEM) analysis was run to confirm that the final proposed model enjoyed validity for future research. To do so, the confirmatory factor analysis was run, and the model of identity was developed. Eventually, the possible relationship between 120 EFL learners’ identity and their English language achievement scores were examined, and the results of this phase indicated that there was a significant and positive relationship between learners’ identity and their English language achievement scores. The findings of this study can enhance awareness among English teachers, materials developers, and syllabus designers to equip themselves with the updated techniques to handle the possible challenges that may occur in EFL learning contexts.
خلاصه ماشینی:
Thus, 120 EFL learners studying in different English language institutes in Iran were randomly selected, and 36 learners were interviewed about their views of their identity in the qualitative phase.
Keywords: Identity, language proficiency, EFL context, Structural Equation Modeling (SEM) Introduction In recent years, in order to enhance the learner's communicative competence in the second language (L2), the application of a pragmatic component has been considered as an essential and influential aspect (Hinkel, 1999; Kasper, 1997; Rose & Kasper, 2001).
Among the most recent studies done on identity and L2 language in Iran, the one by Razmjoo and Izadpanah (2012) on the relationship between L2 literacy (reading and writing) and identity processing styles and also the one by Razmjoo (2010) on aspects of identity and EFL learners` achievement are among the notable ones.
Considering the acquisition of the second language and social state (A%), cultural dependency (A5), Persian language correlation (A3), status and pronunciation state (A2), the relationship between technology and linguistic identity (A2) second language knowledge (A6) and the PBT test score (MARK), the proposed regression model will be as follows: =̂ ̂552 ̂332 ̂222 ̂66 =̂ −%8.
On the other hand, the coefficient of correlation between Persian language and cultural dependency is negative; this means that the increase in the mentioned components decreases the test score of the learner.
A Study of the Relationship between Iranian Learners' Sociocultural Identity and English as a Foreign Language (EFL) Learning Proficiency.