Identity and Its Ramifications Among Advanced Adult Iranian Learners of English

Marzban, Behrooz; Adel, Seyyed Mohammad Reza; Eghtesadi, Ahmad Reza; Elyasi, Mahmood

doi:10.22049/jalda.2021.27193.1288

Document Type : Research Article

Authors

¹ PhD Candidate in ELT, Hakim Sabzevari University, Sabzevar, Iran

² Associate Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

³ Assistant Professor, Department of English Language and Literature, Farhangian University, Mashhad, Iran

⁴ Assistant Professor, Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

https://doi.org/10.22049/jalda.2021.27193.1288

Abstract

This study intended to investigate the effect of identity types on learners’ involvement, perceptions, and achievement scores using the validated L2 Quadripolar Questionnaire (Taylor, 2010), in the EFL context of Iran amongst the adult advanced learners of English in private institutions. Therefore, 170 participants, 69 females and 101 males were selected through convenience sampling. The data were analyzed using multivariate analysis of variance. The analysis of the relationship between the four main sub-constructs of the model and the two sub-constructs of involvement and perception showed significant mediation between the factors and achievement score of the language learners. Moreover, the finding of the study revealed that learners with strong public and imposed selves have a weak private self. Also, the other sub-constructs were determined to be affected by age and years of studying English. Females’ identity was dominantly reported to have higher ties with the sub-constructs of the L2 Quadripolar Model.

Keywords

20.1001.1.2383591.2021.9.2.5.8

Main Subjects

Social issues in language learning

Article Title [Persian]

هویت و پیامد های آن در بین فراگیران پیشرفته زبان انگلیسی در ایران

Authors [Persian]

بهروز مرزبان ¹
دکتر سید محمد رضا عادل ²
دکتر احمد رضا اقتصادی ³
دکتر محمود الیاسی ⁴

¹ دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه حکیم سبزواری، سبزوار، ایران

² دانشیار گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران

³ استادیار گروه زبان و ادبیات انگلیسی، دانشگاه فرهنگیان، مشهد، ایران

⁴ استادیار گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران

Abstract [Persian]

این مطالعه قصد داشت تا تاثیر انواع هویت بر میزان درگیری با یادگیری، درک، و نمرات فراگیران زبان انگلیسی را از طریق پرسشنامه معتبر چهار قطبی تیلور (2010)، در محیط انگلیسی بعنوان زبان خارجی در ایران و در میان فراگیران بزرگسال زبان انگلیسی بررسی کند. بدین منظور 170 شرکت کننده شامل 69 زن و 101 مرد از روش نمونه گیری آسان انتخاب شدند. اطلاعات کسب شده از روش تحلیل واریانس چند متغیره مورد تحلیل قرار گرفت. بررسی رابطه ی بین 4 ساخت اصلی مدل و 2 ساخت فرعی یعنی درگیری با یادگیری و درک، رابطه ی معنا دار و میانجی گرایانه ای بین این فاکتورها و نمرات پایانی نشان داد. علاوه براین، نتایج تحقیق نشان داد که فراگیران با سطح بالایی از «خود عمومی» و «خود تحمیل شده»، سطح پایینی از «خود شخصی» دارند. همچنین زیر ساخت ها تحت تاثیر عوال دیگری از جمله سن و سال های یادگیری زبان، قرار می گیرند. هویت در زنان نیز وابستگی بیشتری نسبت به عوامل زیرساخت مدل از خود نشان داد.

Keywords [Persian]

هویت
یادگیری زبان
درگیری
پرسشنامه معتبر چهار قطبی
انگلیسی بعنوان زبان خارجی

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Identity and Its Ramifications Among Advanced Adult Iranian Learners of English

References

References

Volume 9, Issue 2 - Serial Number 9
October 2021
Pages 35-57

Identity and Its Ramifications Among Advanced Adult Iranian Learners of English

References

References

Volume 9, Issue 2 - Serial Number 9October 2021Pages 35-57

Volume 9, Issue 2 - Serial Number 9
October 2021
Pages 35-57