English Language Learning and National Identity in the Age of Globalization
Document Type : Original Article
Author
Assistant Professor of TEFL at Amin Police University
Abstract
Goal: Monocultural approaches in education and growing demand of EFL learning as a main tool for globalization have increased concerns. While examining the relationship between EFL learning and national identity, this article offers a pathological viewpoint toward this global trend. The results are expected to shed lights on the conflicting viewpoints on the effect of globalization on national identity. Furthermore, attempts have been made to find out if there is any correlation among participants' majors, investment in language learning, gender and age with the construction of national identity.
Method: The participants in this study included 189 language learners, both male and female, studying at Shahid Beheshti University. The main instrument used to collect data on national identity was a questionnaire. About 10% of the participants were randomly selected for a face-to-face interview. To compare the students' performances on the questionnaire items depicting national identity and its relation with participants' investment in EFL learning, majors, gender and age, some independent samples t-tests, a one-way ANOVA and Tukey's multiple comparisons were run.
Findings and conclusion: The results indicated no statistically significant correlation between EFL learning and national identity. However, some differences were observed between beginners and more advanced learners. The outcome increased the complexity of national identity and the factors involved and put forward more questions for the researcher. Participants performed similarly on all majors as far as national identity was concerned but students in different majors performed differently on investment in EFL learning. Moreover, they performed differently on national identity as far as gender and age were concerned. The study clarified the existence of more variables in the process of globalization and identity formation and cast doubt on the unprofessional views in the area. The study made the role of contextual factors such as gender and age seem more salient. The intervention of these variables may either strengthen or weaken the effect of globalization on national identity.
Method: The participants in this study included 189 language learners, both male and female, studying at Shahid Beheshti University. The main instrument used to collect data on national identity was a questionnaire. About 10% of the participants were randomly selected for a face-to-face interview. To compare the students' performances on the questionnaire items depicting national identity and its relation with participants' investment in EFL learning, majors, gender and age, some independent samples t-tests, a one-way ANOVA and Tukey's multiple comparisons were run.
Findings and conclusion: The results indicated no statistically significant correlation between EFL learning and national identity. However, some differences were observed between beginners and more advanced learners. The outcome increased the complexity of national identity and the factors involved and put forward more questions for the researcher. Participants performed similarly on all majors as far as national identity was concerned but students in different majors performed differently on investment in EFL learning. Moreover, they performed differently on national identity as far as gender and age were concerned. The study clarified the existence of more variables in the process of globalization and identity formation and cast doubt on the unprofessional views in the area. The study made the role of contextual factors such as gender and age seem more salient. The intervention of these variables may either strengthen or weaken the effect of globalization on national identity.
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