A Study of the Relationship Between English Language Learning Proficiency and Iranian Learners’ Sociocultural Identity Changes
Document Type : Original Article
Authors
1
Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran
2
Ph.D. (corresponding author) Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran
Abstract
Many researchers investigated the relationship between learning English and social factors, such as identity. However, there are few studies on the relationship between EFL learning and sociocultural identity changes. The present has investigated the relationship between English learning and Iranian learners’ language identity as hypothesized that there is a significant relationship between variables. To this end, 360 intermediate and advanced English students in the age range of 14-35, were selected based on cluster sampling method, and answered the Oxford Quick Placement Test and Language Identity questionnaire. The Questionnaires and tests were valid and reliable. Furthermore researcher used Cronbach’s Coefficient Alpha (over 70%) and backward- forward translation to check the reliability of the Questionnaires and tests. The result of the study has revealed that EFL learning had a positive significant relationship with sociocultural identity changes.
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