شراره ابراهیمی

This study was an endeavor to develop a model of cultural identity among Iranian advanced EFL learners. To achieve this end, a multiphase design was implemented. Initially, it was attempted to investigate different factors of cultural identity to propose and validate a model. Thus, 20 EFL learners studying in Safir English language institute in Tehran were interviewed about their views of their cultural identity in the qualitative phase. After extracting four factors of cultural identity including: “religion, culture, nationality, and language”, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the 30-item questionnaire went through an exploratory factor analysis for the sake of validity and after its validity and reliability were corroborated through a pilot study with 183 learners, it was distributed among 384 EFL learners. In addition, Structural Equation Modeling (SEM) analysis was run through LISREL 8.8. to confirm that the final proposed model enjoyed validity for future research. To do so, a confirmatory factor analysis was run and the model of cultural identity was developed. Eventually, the possible relationship between 384 EFL learners’ cultural identity and their English language achievement scores was examined and the results of this phase indicated that there was a significant and positive relationship between learners’ cultural 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.

Culture is an inseparable part of a language. In other words, mastering a language and being able to communicate through it inevitably entails integrating with the culture of the speakers of that language which is the reflection of people's identity. The aim of the present study was designing a model of Iranian cultural identity. Initially, to select a homogeneous sample of learners at the advanced level, 300 language learners at the advanced level took TOEFL and 180 learners were chosen as the participants of the study. The cultural identity model was designed by the use of interviews and literature review to come up with main components of cultural identity. Afterwards, participants were interviewed about their identity and four components comprising Iranian cultural identity were identified. The results of the factors analysis showed that raw data converged to a pattern with four components which fit the hypothesized model of cultural identity. Then, the cultural identity questionnaire was given to participants. The results of statistical analyses indicated that there was a significant negative relationship between cultural identity and language achievement of the participants.