Identity Construction

The relationship between identity and language learning has attracted the scholars` attention in the fields of second language acquisition (SLA) with considerable focus on social and cultural dimensions of language learning. However, relatively little research has been devoted to examining the identity construction of language learners in virtual communities of practice despite the global trend of foreign language instruction. Consequently, the current mixed methods classroom-based study investigated whether the implementation of intercultural movie clips in virtual communities of practice could contribute to social and cultural identity improvement of participants in the English as a foreign language (EFL) context. To achieve this goal, two intact classes in an institute were assigned to experimental and control group, each containing thirty EFL learners. This study was implemented on the pre-test post-test equivalent-group design. Drawing on quantitative and qualitative analysis, using two questionnaires, and a semi-structured interview, the results indicated that positive changes took place in social and cultural identity of the participants. Moreover, by getting access to new social, cultural and linguistic resources and as a result the adoption of new identities, some special features such as fewer psychological barriers to understanding others, increasing courage to accept new norms, and feelings of unity and equity were obtained by the learners.   

Purpose: Investigating the cultural content of EFL textbooks is significant in critical discourse studies. The effect of cultural values on EFL learners’ social identity has been less investigated in the Iranian context. This study aimed at identifying type of cultural values embedded in New Interchange and Passages textbooks in terms of being global, local or glocal and the impact of these textbooks’ cultural values on Iranian EFL learners’ social identity. Methodology: 90 upper-intermediate EFL learners at 2 private language institutes and high schools in the city of Gilanegharb were selected among a population of 120 EFL learners based on taking an Oxford Placement Test (OPT). They were randomly divided into an experimental group (45 learners) and a control group (45 learners). The experimental group received global cultural teaching through exposure to private institute textbooks’ cultural values while the control group was taught through local cultural values embedded in the local textbooks. A Student Identity Questionnaire (SIQ) was used as both pre-test and posttest. Data were analyzed through Independent Sample T-tests using SPSS 21 software. Findings: The results indicated that the most frequent textbook cultural values were social power through the U.S. superiority, social relation through friendship and party, and accomplishments through success. Further analysis showed that the textbook cultural values had a significant impact on social identity scores of Iranian EFL learners showing stronger agreement with global cultural values promoted in the imported textbooks. Discussion: Results had implications for EFL teachers, learners, policy makers and material developers.