Language Proficiency and Identity: Developing a Structural Equation Modeling (SEM) of Identity for Iranian EFL Learners
الموضوعات :
Amir Mirahmadi Kia
1
(
Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
)
Seyyed Ayatollah Razmjoo
2
(
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
)
Shahram Afraz
3
(
Department of English Language, Qeshm Branch, Islamic Azad
University, Qeshm, Iran
)
الکلمات المفتاحية: Structural Equation Modeling (SEM), Identity, EFL Context, language proficiency,
ملخص المقالة :
This study was an endeavor to develop a model of identity among Iranian EFL learners. To achieve this end, a multiphase design was implemented. Initially, it attempted to investigate different factors of identity to propose and validate a model. Thus, 120 EFL learners studying in different English language institutes in Iran were randomly selected, and 36 learners were interviewed about their views of their identity in the qualitative phase. After extracting six factors of identity, including: second language acquisition and social status, cultural attachment, Persian language adhesion, pronunciation posture, technology involvement, and language identity, and second language knowledge, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the questionnaire went through an exploratory factor analysis for the sake of validity. After its validity and reliability were corroborated through a pilot study with 20 learners, it was distributed among 120 EFL learners. Besides, Structural Equation Modeling (SEM) analysis was run to confirm that the final proposed model enjoyed validity for future research. To do so, the confirmatory factor analysis was run, and the model of identity was developed. Eventually, the possible relationship between 120 EFL learners’ identity and their English language achievement scores were examined, and the results of this phase indicated that there was a significant and positive relationship between learners’ 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.
Ary, D., Jacobs, L. C., & Razavieh, A. (2006). Introduction to research in education California: Thomson Thomson.
Beijaard, D. (1995). Teacher`s Perior Experiences and Actual Perceptions of Professional Identity. Teachers and Teaching,1 (2), 281-294.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.
Hamayan, E. V., & Domico, J. S. (1991). Developing and Using a Second Language. In E. V. Hamayan & J. S. Damico (Eds.), Limiting bias in the assessment of bilingual Children. 1, 39-75.
Hinkel, E. (1999). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press.
Kasper, G. (2006). ‘Beyond repair: Conversation analysis as an approach to SLA’, AILA Review, 19, 83-99.
Kasper, G. and Dahl, M. (1991). ‘Research methods in interlanguage pragmatics’, Studies in Second Language Acquisition, 13, 215-247.
Kasper, G. and Rose, K. (1999). ‘Pragmatics and SLA’, Annual Review of Applied Linguistics, 19, 81-104.
Kasper, G. and Rose, K. (2003). Pragmatic Development in a Second Language. (Language Learning Monograph Series, 3. 12-125. Kasper, G. (2006) ‘Beyond repair: Conversation analysis as an approach to SLA’, AILA Review, 19: 83-99. Kasper, G. and Dahl, M. (1991) ‘Research methods in interlanguage pragmatics’, Studies in Second Language Acquisition, 13: 215-247. Kasper, G. (2006) ‘Beyond repair: Conversation analysis as an approach to SLA’, AILA Review, 19: 83-99.
Kasper, G. and Dahl, M. (1991) ‘Research methods in interlanguage pragmatics’, Studies in Second Language Acquisition, 13: 215-247. Kasper, G. (2006) ‘Beyond repair: Conversation analysis as an approach to SLA’, AILA Review, 19: 83-99. Kasper, G. and Dahl, M. (1991) ‘Research methods in interlanguage pragmatics’, Studies in Second Language Acquisition, 13: 215-247. Kasper, G. (2006) ‘Beyond repair: Conversation analysis as an approach to SLA’, AILA Review, 19: 83-99. Kasper, G. and Dahl, M. (1991) ‘Research methods in interlanguage pragmatics’, Studies in Second Language Acquisition, 13: 215-247.
Khatib, S. (2011). Applying the reader-response approach in teaching English short stories to EFL students. Journal of Language Teaching and Research, 2 (1), 151-159.
Kinginger, C. (2008) ‘Language learning in study abroad: Case studies of Americans in France’, The Modern Language Journal, 92, 1-124.
Maykut, P., & Morehouse, R. (1994). Beginning Qualitative Research: A philosophical and practical guide. London: The Flamer Press.
McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction (5th Ed.). New York: Longman.
Mohammadi, H & Izadpanah, S. (2019). A Study of the Relationship between Iranian Learners' Sociocultural Identity and English as a Foreign Language (EFL) Learning Proficiency. International Journal of Instruction, 12, 53-68.
Pavlenko, A., & Lantolf, J. (2000). sociocultural theory and second language learning. New York: Oxford University Press.
Pullen, E. (2011). The relationship between identity and pronunciation of non-native speakers of English in an EFL setting. Thesis M.A. (English). The Program of Teaching English as a Foreign Language Bilkent University, Ankara.
Riley, P. (2007). Language, Culture, and Identity. London: Continuum.
Razmjoo, S. A. (2010). Language and identity in the Iranian context: The impact of identity aspects on EFL learners' achievement. The Journal of Teaching Language Skills (JTLS), 2, 99-121.
Razmjoo, S.A., & Izadpanah, M. A., (2012). On the Relationship between L2 Literacy (Reading and Writing) and Identity Processing Styles of Iranian Advanced EFL Learners. Journal of Research in Applied Linguistics, 3 (2), 2-22.
Razmjoo, S. A., & Mavaddat, R. (2015). On the relationship between justice judgments, outcomes, and identity orientations among Iranian EFL learners: A structural equation model. Iranian Journal of Language Teaching Research, 3, 101-117.
Rezaei, S. & Bahrami, A. (2019). Cultural Identity among Iranian English Language Teachers. International Journal of Society, Culture and Language, 1, 67-82.
Richards J. C., & Farrell, T. S. C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, New Edition.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., and Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. 3rd ed. Essex, UK: Pearson Education.
Richards J. C., Platt J., and Weber H. (1985). Longman Dictionary of Applied Linguistics London. Harlow U.K: Longman Addison- Wesley, 1986, p.289.
Ross, S. J. and Kasper, G. (2013) Assessing Second Language Pragmatics. Basingstoke: Palgrave MacMillan.
Sabatin, I. M. (2013). The Effect of Cultural Background Knowledge on Learning English Language. International Journal of Science Culture and Sport, 1(4), 22-32.
Schwartz, S. J. (2005). A new identity for identity research: Recommendations for expanding and refocusing the identity literature. Journal of Adolescent Research, 20, 293-308.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
