Validation of a Preliminary Model of Cultural Identity for Iranian Advanced EFL Learners: A Structural Equation Modeling Approach

Subject Areas :

Sharareh  Ebrahimi ¹ (Dept. of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran.)
Shahram  Afraz ² (Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
Fazlolah  Samimi ³ (Department of English, Bandar-Abbas Branch, Islamic Azad University, Bandar-Abbas, Iran)

Received: 2019-05-06 Accepted : 2019-09-19 Published : 2020-06-01

Keywords: culture, Validation, EFL learners, Identity, model,

Abstract :

This study was an endeavor to develop a model of cultural identity among Iranian advanced EFL learners. To achieve this end, a multiphase design was implemented. Initially, it was attempted to investigate different factors of cultural identity to propose and validate a model. Thus, 20 EFL learners studying in Safir English language institute in Tehran were interviewed about their views of their cultural identity in the qualitative phase. After extracting four factors of cultural identity including: “religion, culture, nationality, and language”, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the 30-item questionnaire went through an exploratory factor analysis for the sake of validity and after its validity and reliability were corroborated through a pilot study with 183 learners, it was distributed among 384 EFL learners. In addition, Structural Equation Modeling (SEM) analysis was run through LISREL 8.8. to confirm that the final proposed model enjoyed validity for future research. To do so, a confirmatory factor analysis was run and the model of cultural identity was developed. Eventually, the possible relationship between 384 EFL learners’ cultural identity and their English language achievement scores was examined and the results of this phase indicated that there was a significant and positive relationship between learners’ cultural 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.