Impact of Intercultural Movie Clips on EFL Learners’ Social and Cultural Identity in Virtual Communities of Practice

Abstract

The relationship between identity and language learning has attracted the scholars` attention in the fields of second language acquisition (SLA) with considerable focus on social and cultural dimensions of language learning. However, relatively little research has been devoted to examining the identity construction of language learners in virtual communities of practice despite the global trend of foreign language instruction. Consequently, the current mixed methods classroom-based study investigated whether the implementation of intercultural movie clips in virtual communities of practice could contribute to social and cultural identity improvement of participants in the English as a foreign language (EFL) context. To achieve this goal, two intact classes in an institute were assigned to experimental and control group, each containing thirty EFL learners. This study was implemented on the pre-test post-test equivalent-group design. Drawing on quantitative and qualitative analysis, using two questionnaires, and a semi-structured interview, the results indicated that positive changes took place in social and cultural identity of the participants. Moreover, by getting access to new social, cultural and linguistic resources and as a result the adoption of new identities, some special features such as fewer psychological barriers to understanding others, increasing courage to accept new norms, and feelings of unity and equity were obtained by the learners.

Linking Positive Psychology and Intercultural Competence by Movies: Evidence From Brunei and Romania

“…Participants expressed a higher level of awareness (Metacognitive CQ) of how cultural background influences the interactions with people from different cultures ( t =17.94, p <0.001). These results confirm the findings of recent research in this direction ( Truong and Tran, 2014 ; Cao and Meng, 2020 ; Nematzadeh et al, 2021 ). Many studies that have used films in pedagogical interventions have rather focused on improving language skills, but in addition to the main purpose, higher cultural awareness ( Peng and Wu, 2016 ; Chaya and Inpin, 2020 ) and a higher level of tolerance for ambiguity and differences have often been achieved ( Genç, 2018 ).…”

TV serials and movies to boost intercultural communicative competence in Turkish EFL context

“…That is, being knowledgeable in both cultures enables them to improve their ICC. In this sense, as indicated in this study, it can be concluded that movies can be regarded as one of the most influential tools to promote foreign language teaching and enhance ICC (Chaya & Inpin, 2020; Gu & Zhao, 2021; Nematzadeh, Haddad, & Tajadini, 2021). Champoux (1999) also agrees that a movie as a useful learning tool can be used in different ways in the classroom.…”