A Study of the Relationship between Iranian Learners’ Sociocultural Identity and English as a Foreign Language (EFL) Learning Proficiency

Abstract

Due to the development of English as an international language and dominance of fever of it, researchers were interested in the influential factors in learning English as a foreign or second language, and their relationship with English learning, such as; gender, different kinds of identity, religion, and etc. However, there are few studies on the relationship between sociocultural identity and EFL learning. This study aimed to investigate the relationship between Iranian learners' sociocultural identity and their EFL learning. In this correlational study, 360 intermediate and advanced English students from four institutes in Zanjan Province, Iran, were selected based on the cluster sampling method. The Oxford Quick Placement Test was used to check the EFL learning proficiency and make homogeneous groups. Aspects of Identity Questionnaire Cheek (2013) was utilized to check the level of learners' sociocultural identity. The normality of data was checked based on Skewness and Kurtosis normal test, therefore, Pearson Correlation Coefficient was applied in this study. The result has indicated that there was a negative significant (-678) relationship between learners' sociocultural identity and their EFL learning. This finding will be beneficial for syllabus designers, language learners, their parents, and language teachers.

Language Learning Strategies, English proficiency and Online English Instruction Perception during COVID-19 in Peru

“…This could also suggest that students´ language proficiency may be also affected by other external factors apart from the online course content and LLS activities. Additionally, even though this study results are as similar as other studies which also used the OPT to assess language proficiency in terms of grammar, vocabulary and reading skills (Enayat, & Amirian, 2016;Mohammadi & Izadpanah 2019;Tavakoli et al, 2014), this test seems to be limited to assess other aspects of language proficiency such as speaking, writing and listening which can also provide a broader picture of students´ English proficiency (Arisman, 2020;Tavakoli et al, 2014).…”

“…For this study the SILL English language version was applied, but in a digital format because of the new normal. The reported reliability was .88 which is good (Mohammadi & Izadpanah, 2019). The virtual SILL was used for both the pre-SILL and post-SILL, they were available on the students' university platform.…”

“…Although there is current research regarding LLS and English instruction as a foreign language, it is observed that most investigations have focused on a cross-sectional analysis of LLS and were conducted in face-to-face scenarios. (Arisman, 2020;Aziz & Shah, 2020;Hastuti, Surahmat, Sutarto & Dafik, 2020;Iamudom & Tangkiengsirisin, 2020;Lestari & Fatimah, 2020;Lestari & Wahyudin, 2020;Mohammadi & Izadpanah, 2019;Ranjan & Philominraj, 2020;Shehzad et al, 2020;Taheri et al, 2020;Tao et al, 2020). Consequently, this study attempts to fill a gap in the literature by investigating students´ LLS use from a longitudinal point of view in order to see the way LLS are used over time in an online language course (Lin, Zhang & Zheng, 2017).…”

“…So, after COVID-19 English courses were also taught fully online (videoconference). The participants of the study were selected by applying the cluster random sampling as other studies (Hastuti et al, 2020;Mohammadi, & Izadpanah, 2019;Tsai, 2020). The participants were part of a high intermediate English course (B2) designed to be taught during 16 weeks, students had three sessions per week, two hours each; the course began in mid-March in 2020.…”

“…According to the Council of Europe (2020) six levels describe the foreign language proficiency: A1 and A2 (basic user), B1 and B2 (independent user), C1 and C2 (proficient user). Several studies show the validity and current relevance of the OPT (Enayat, & Amirian, 2016;Mohammadi & Izadpanah 2019;Tavakoli, Rakhshanderoo, Izadpanah & Moradi, 2014). The Oxford Placement Test (2001, version 2) has two parts, the first section has 40 items, and the second 20 items.…”